Science 8 Quiz on Tuesday

This will be on Chapter 1

Term 1 Marks Nov. 10

These have been given to students over the past week. They were supposed to take them home to their parents. If you have questions please contact me at the school, home 837-5813, or email grobinson@sd19.bc.ca Thank you. G. Robinson

Science 8 Unit Test Thursday

This will be on all of chapters 7, 8, and 9(everything we've covered so far.

Science 8 Fieldtrip Wed. Oct. 5 AM only

If you've lost your permission slip make a copy of the one below and get it signed. Don't forget the $3.

Science 8 Fieldtrip Permission Slip

On Wednesday Oct. 5th the Science 8 students will be in Mt. Revelstoke National Park to study erosion, weathering, and glacier features. This is part of their curriculum. Students will leave the school at 9:00 that morning, travel by school bus driven by a professional CUPE driver, and return to RSS by 12:15 PM (approx). They will not miss any other classes that morning as it is a double block of science.
They will need to bring:
1. Warm clothes and rainproof jacket.
2. Gloves and toque (There could be snow).
3. Lunch to eat on the bus on the way down.
4. Back pack for above.

This is an excellent opportunity as Parks Canada Naturalist Alice Weber will be guiding them. It is worth marks towards the first term lettergrade.
If you give your son or daughter permission to attend please sign below. The cost is $3.00 per student for the Parks fee. Transportation is provided by School District 19. Please contact me at 250 837-5813 in the evening if you have questions(or email grobinson@sd19.bc.ca)
Thanks,
Mr. Robinson

I ___________________________________give my
(signature of parent/guardian)

son/daughter ____________________________ permission to
(name of son or daughter)

attend the fieldtrip described above.
**Please give an relevant medical information on the back of this.

Permission Slip For Earth Science 11 Trip

Earth Science 11 Fieldtrip Permission Slip

On Wednesday Sept. 28th the Earth Science students will be in Mt. Revelstoke National Park to study erosion, weathering, and glacier features. This is part of their curriculum. Students will leave the school at 9:00 that morning, travel by school bus driven by a professional CUPE driver, and return to RSS by 12:15 PM (approx). They will not miss any other classes that morning as it is a double block of science.

They will need to bring:
1. Warm clothes, and rainproof jacket – maybe a change of socks.
2. Gloves and toque (There could be snow).
3. Lunch to eat on the bus on the way down.
4. Back pack for above.

This is an excellent opportunity as Parks Canada Naturalist Alice Weber will be guiding them. It is worth marks towards the first term lettergrade.
If you give your son or daughter permission to attend please sign below. The cost is $3.00 per student for the Parks fee. Transportation is provided by School District 19. Please contact me at 250 837-5813 in the evening if you have questions(or email grobinson@sd19.bc.ca)
Thanks,

Mr. Robinson

I ___________________________________give my
(signature of parent/guardian)

son/daughter ____________________________ permission to
(name of son or daughter)

attend the fieldtrip described above.
**Please give an relevant medical information on the back of this.

Science 8 Quiz Tuesday Sept. 20th

On chapter 7 - be ready. Have a great weekend.

Science 8 Homework

Finish Worksheet plus do the calculations for your density lab. All due Monday. Have a great weekend.

Sci. 8 Homework

Do 1 to 6 page 263 PS: Have you checked your mark in class to see if you're missing anything?

Science 8 Homework

Finish Blue Worksheet and do 1 - 5 page 249. Have a good weekend.

Course Info:General Requirements

SCIENCE COURSE INFORMATION

TEACHER: Mr. Robinson ROOM: 131

EVALUATION:

A. Term Lettergrades. Approximately 50% of each term lettergrade will be based on class assignments such as lab reports, question sets, homework checks, and research projects. These are the easiest marks because you can get help when needed. The remaining 50% of the term mark will be from chapter and unit tests.

B. Final Course Lettergrade. This will be determined using:

40% Term 1 40% Term 2 20% Final Exam.

EXTRA HELP:

If you find you require extra help please arrange to see me after school. I’m usually doing lab setup before school and at lunch so don’t have much extra time then. I don’t mind you contacting me at home in the evenings or on weekends at 837-5813. You or your parents can also email me at grobinson@sd19.bc.ca

OTHER INFO:

Marks will be taken off for late assignments unless there is an acceptable excuse with a note from parent. Generally assignments won’t be accepted if they are more than a week late.

ABSENT?

Come in and see me asap after returning. We can make a plan for you to write any missed tests or to complete assignments. See a classmate to get any missed course notes.

MATERIALS REQUIRED FOR EACH CLASS:

Binder with lined paper eraser
Textbook ruler
Calculator in Science 9, 10 and Physics 11


Let’s have a great year! Mr. Robinson

Course Outlines 2011-2012

Science 9 Course Outline
Mr. Robinson Science 9 Course Outline
More detail at www.bced.gov.bc.ca

Processes of Science-
It is expected that students will:
A1 Demonstrate safe procedures
A2 Perform experiments using the scientific method
A3 Represent an interpret information in graphic form
A4 Demonstrate scientific literacy
A5 Demonstrate ethical, responsible, cooperative behavior
A6 Describe the relationship between scientific principles and technology
A7 Demonstrate competence in the use of technologies specific to investigative procedures and research



1. Physical Science: Characteristics of Electricity
It is expected that students will:
C5 Explain the productions, transfer and interaction of static electrical charges in various materials.
C6 Explain how electric current results from separation of charge and the movement of electrons
C7 Compare series and parallel circuits involving varying resistances, voltages and currents.
C8 Relate electrical energy to power consumption


2. Physical Science: Atoms, Elements, and Compounds
It is expected that students will:
C1 Use modern atomic theory to describe the structure and components of atoms and molecules
C2 Use the periodic table to compare the characteristics ad atomic structure of elements
C3 Write and interpret chemical symbols of elements and formulae of ionic compounds
C4 Describe changes in the properties of matter

3. Life Science: Reproduction
It is expected that students will:

B1 Explain the process of cell division
B2 Relate the processes of cell division and emerging reproductive technologies to embryonic development
B3 Compare sexual and asexual reproduction in terms of advantages and disadvantages

4. Earth and Space Science: Space Exploration
It is expected that students will:

D1 Explain how a variety of technologies have advanced understanding of the universe and solar system
D2 Describe the major components and characteristics of the universe and solar system
D3 Describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies
D4 Explain astronomical phenomena with reference to the Earth / moon system
D5 Analyze the implications of space travel


If you need help or will be away you may contact Mr. Robinson at anytime
Email: grobinson@sd19.bc.ca
Home Phone: 250 837 5813

Science 8 Mr. Robinson
Course Outline


Course Content
Processes of Science
Life Science: Cells, Cell Systems
Physical Science: Optics
Physical Science: Fluids and Dynamics
Earth and Space Science: Water Systems on Earth

Course Evaluation
Assignments 40% Term 1 40%
Quizzes 40% Term 2 40%
Tests 20% Final Exam 20%

Course Expectations
• Come to class prepared and on time- textbook, binder, pencil, eraser, ruler and calculator
• You are expected to work during the time given to you in class. This gives you the opportunity to ask questions when you are having difficulty and will reduce the amount of homework
• Assignments are to be handed in at the beginning of class. Late assignments will lose 10% per day and/or will result in attending homework club
• If you are away it is your responsibility to plan ahead and/or collect any material you are missing. Please take care of this outside class time.
• Missed assignments or tests will only be accepted or rescheduled for excused absences
• Extra help is available. Come see me any time at lunch or after school or you can make arrangements with me to ensure I will be available.
• Please recycle paper and bottle/cans. They do not belong in the garbage!
• There will be no bathroom breaks 15 minutes after class as started or 15 minutes before it ends.
• Music is allowed provided the volume remains at a level that only you can hear and headphones are off during instruction.
• Not cell phones. This includes phones that have an mp3 player. You will have to find another device to listen to your music.
• Respect the people and property around you, as well as yourself.
• DO YOUR BEST!

If you’re home sick or your parents have a question
Please email or call Mr. Robinson anytime
grobinson@sd19.bc.ca
250 837 5813


Labels: Science 8 Outline
Physics 11 Course Outline
Physics 11 Course Outline Name:

Text: Physics: Principles & Problems by Zitzewitz et al
Kinematics
• Displacement and Velocity in One Dimension
• Accelerations in One Dimension
• Projectile Motion

Dynamics in One Dimension
• Force of Gravity
• Force of Friction
• Elastic Forces
• Newton’s Laws
• Momentum in One Dimension

Energy
• Work and Energy
• Law of Conservations of Energy
• Power and Efficiency

Wave Motion and Geometrical Optics
• Wave Properties of Lights
• Reflection of Light
• Refraction of Light

Special Relativity

Nuclear Fission and Fusion


If you’d like a more detailed outline please see Mr. Robinson
http://www.bced.gov.bc.ca/irp/physics/apa11.htm

If you need help or will be away you may contact Mr. Robinson at anytime
Email: grobinson@sd19.bc.ca
Home Phone: 250 837 5813


Labels: Physics 11 Outline
Geog. 12 Course Outline
Mr. Robinson Geography 12 Course Outline
Text:
1. Earth Matters – Ron Chasmer
2. Geography by Knapp and Worrall

THEMES AND SKILLS
A1 explain the following five themes of geography
• Location
• Place
• Movement
• Regions
• Human and physical interaction

A2 describe the major interactions of the four spheres:
• Analysis of geographic data or information to assess reliability and identify trends and relationships
• Interpretation of topographic maps and aerial and satellite images
• Description of the role of geography as a discipline

A4 apply effective written, oral and graphic communication skills to geography topics

A5 describe the geographic applications of currents information and imaging technologies

TECTONIC PROCESSES
B1 describe the features and process associated with plate tectonics, including
• The earth’s layers
• Volcanism
• Folding and faulting
• Earthquakes

B2 Explain the effects of volcanism and earthquakes

GRADATIONAL PROCESSES
C1 Describe the features and processes associated with weathering and mass wasting

C2 describe the features and processes associated with
• Running water
• Ground water
• Glacier
• Wind
• Waves

C3 assess the effects of gradation on humans

WEATHER AND CLIMATE
D1 Describe the characteristics and significance of the layers of the atmosphere
• Troposphere
• Stratosphere

D2 Explain factors affecting temperature, precipitation, pressure and wind.

D3 Analyze specific weather phenomena, including
• Fog
• Local winds
• Extreme events

D4 Interpret information from weather maps and station models

D5 Describe the characteristics of the world’s climate regions, including
• Equatorial
• Tropical wet / dry
• Mediterranean
• Desert
• Continental interior
• Humid continental (including humid sub-tropical)
• West coast marine
• Sub-arctic
• Tundra

D6 Explains how climate affects human activity

D7 Analyze interactions between human activity and the atmosphere, in reference to
• Global climate change
• Ozone depletion
• Acid precipitation

BIOMES
E1 Outline characteristics of the Earth’s major biomes, including
• Tropical rainforest
• Tropical grasslands/ savanna
• Mediterranean / schlerophyll
• Desert
• Temperate grasslands /prairie / steppe
• Deciduous / mixed forest
• Temperate rainforest
• Coniferous forest / boreal / taiga
• Tundra
E2 Describe how vegetation adapts to environmental conditions

E3 Relate soil types to biomes

E4 Analyze the interactions between human activity and biomes, with reference to
• Deforestation
• Desertification
• Soil degradation
• Species depletion

RESOURCES AND ENVIRONMENTAL SUSTAINABILITY
F1 Assess the various considerations involved in resource managements, including
• Sustainability
• Availability
• Social / cultural consequences
• Economic consequences
• Political consequences

F2 Assess the environmental impact of human activities, including
• Energy production and use
• Forestry
• Fishing
• Mining
• Agriculture
• Waste disposal
• Water use




If you need help or will be away you may contact Mr. Robinson at anytime
Email: grobinson@sd19.bc.ca
Home Phone: 250 837 5813


Labels: Geography 12 Course Outline

General Course Information/Materials/
SCIENCE/GEOGRAPHY COURSE INFORMATION

TEACHER: Mr. Robinson ROOM: 131

EVALUATION:

A. Term Lettergrades. Approximately 50% of each term lettergrade will be based on class assignments such as lab reports, question sets, homework checks, and research projects. These are the easiest marks because you can get help when needed. The remaining 50% of the term mark will be from chapter and unit tests.

A 86%+ B 73-85 C+ 67-72 C 60-66 Pass 50-59

B. Final Course Lettergrade. This will be determined using:

SCIENCE:

40% Term 1 40% Term 2 20% Final Exam.

GEOGRAPHY:
30% Term 1 30% Term 2 20% Final Exam

EXTRA HELP:

If you find you require extra help please arrange to see me after school. I’m usually doing lab setup before school and at lunch so don’t have much extra time then. I don’t mind you contacting me at home in the evenings or on weekends at 837-5813. You or your parents can also email me at grobinson@sd19.bc.ca

OTHER INFO:

Marks will be taken off for late assignments unless there is an acceptable excuse with a note from parent. Generally assignments won’t be accepted if they are more than a week late.

ABSENT?

Come in and see me asap after returning. We can make a plan for you to write any missed tests or to complete assignments. See a classmate to get any missed course notes.

MATERIALS REQUIRED FOR EACH CLASS:

Binder with lined paper eraser
Textbook ruler (calculator in physics 11 and sometimes in the other classes)


Let’s have a great year!


Earth Science 11 Course Outline
Earth Science 11 2010-2011 Course Outline
Mr. Robinson

Text: Earth Science by Tarbuck and Lutgens


Astronomy (Weeks 1 - 4)

Star systems, stellar evolution, galaxies, sol, the solar system, earth/moon system


Geology (Weeks 5 - 14)

Erosion, weathering, glaciers, ice ages, geologic time, palaeontology, plate tectonics, volcanism, earthquakes, rock and mineral types, rock classification


Earth Resources (Week 15)

Fossil fuels, renewable resources, nonrenewable resources, “alternate” energy sources


Oceanography (Weeks 16 - 18)

Ocean currents, ocean resources, wave energy, tides, density, temperature, ocean floor profile


Atmospheric Sciences (Week 19 -20)

Climatology and meteorology


Reviewing and Testing (Week 20)

Science 10 Course Outline

GRADE␣10␣PROCESSES␣OF␣SCIENCE␣
␣
KEY␣ELEMENTS:␣PROCESSES␣OF␣SCIENCE␣
␣
The␣Prescribed␣Learning␣Outcomes␣related␣to␣Processes␣of␣Science␣support␣the␣development␣of␣attitudes,␣ skills,␣and␣knowledge␣essential␣for␣an␣understanding␣of␣science.␣These␣Prescribed␣Learning␣Outcomes␣ should␣not␣be␣taught␣in␣isolation,␣but␣should␣be␣integrated␣with␣activities␣related␣to␣the␣other␣three␣ curriculum␣organizers.␣
␣
Vocabulary␣
accuracy,␣conclusion,␣control,␣controlled␣experiment,␣dependent␣variables,␣hypothesis,␣independent␣ variables,␣observation,␣precision,␣prediction,␣procedure,␣principle,␣scientific␣literacy,␣uncertainty,␣validity,␣ variable␣ ␣
Knowledge␣
␣ metric␣system␣(SI␣units)␣ ␣ elements␣of␣a␣valid␣experiment␣ ␣ dependent␣and␣independent␣variables␣ ␣ appropriate␣scale␣ ␣ application␣of␣scientific␣principles␣in␣the␣development␣of␣technologies␣ ␣
Skills␣and␣Attitudes␣
␣ recognize␣dangers␣ ␣ demonstrate␣emergency␣response␣procedures␣ ␣ use␣personal␣protective␣equipment␣ ␣ use␣proper␣techniques␣for␣handling␣and␣disposing␣of␣lab␣materials␣ ␣ use␣the␣Bunsen␣burner␣and␣hotplate␣ ␣ make␣accurate␣measurements␣using␣a␣variety␣of␣instruments␣(e.g.,␣rulers,␣balances,␣graduated␣
cylinders)␣ ␣ use␣the␣Internet␣as␣a␣research␣tool␣ ␣ communicate␣results␣ ␣ use␣appropriate␣types␣of␣graphic␣models␣and/or␣formulae␣to␣represent␣a␣given␣type␣of␣data,␣including␣
the␣Bohr␣model␣ ␣ use␣bar␣graphs,␣line␣graphs,␣pie␣charts,␣tables,␣and␣diagrams␣to␣extract␣and␣convey␣information␣ ␣ deduce␣relationships␣between␣variables␣given␣a␣graph␣or␣by␣constructing␣graphs␣ ␣ use␣models␣to␣demonstrate␣how␣systems␣operate␣ ␣ apply␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣ ␣ identify␣main␣points,␣supporting␣or␣refuting␣information,␣and␣bias␣in␣a␣science␣related␣article␣or␣
illustration␣ ␣ demonstrate␣ethical,␣responsible,␣cooperative␣behaviour␣ ␣ acquire␣and␣apply␣scientific␣and␣technological␣knowledge␣to␣the␣benefit␣of␣self,␣society,␣and␣the␣
␣
environment␣
SCIENCE GRADE 10 ␣ 63
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣ GRADE␣10␣PROCESSES␣OF␣SCIENCE␣
PRESCRIBED␣LEARNING␣OUTCOMES␣ SUGGESTED␣ACHIEVEMENT␣INDICATORS␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣ for␣each␣corresponding␣Prescribed␣Learning␣Outcome.␣
Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣ It␣is␣expected␣that␣students␣will:␣ to:␣
A1␣ demonstrate␣safe␣procedures␣
A2␣ perform␣experiments␣using␣the␣ scientific␣method␣
A3␣ represent␣and␣interpret␣ information␣in␣graphic␣form␣
␣ identify␣a␣variety␣of␣dangers␣in␣procedures␣(e.g.,␣cuts␣from␣ sharp␣objects;␣explosions␣or␣burns␣from␣handling␣chemicals␣or␣ heating␣materials)␣
␣ identify␣appropriate␣equipment␣for␣an␣lab␣activity␣(e.g.,␣ Bunsen␣burner␣vs.␣hotplate;␣glassware␣for␣chemicals)␣
␣ identify␣and␣use␣appropriate␣personal␣protective␣equipment␣ (e.g.,␣hand␣and␣eye␣protection)␣and␣procedures␣(e.g.,␣hair␣tied␣ back,␣clear␣work␣area,␣no␣loose␣clothing,␣no␣horseplay)␣
␣ use␣proper␣techniques␣for␣handling␣and␣disposing␣of␣lab␣ materials␣(e.g.,␣using␣special␣containers␣for␣caustic␣chemicals)␣
␣ describe␣appropriate␣emergency␣response␣procedures␣(e.g.,␣ how␣to␣use␣a␣fire␣extinguisher/blanket,␣eye␣wash␣station,␣first␣ aid␣for␣cuts␣and␣burns,␣knowing␣who␣to␣contact␣and␣how)␣
␣ describe␣the␣elements␣of␣a␣valid␣experiment:␣
- formulate␣an␣hypothesis␣ - make␣a␣prediction␣ - identify␣controlled␣versus␣experimental␣variables␣ - observe,␣measure,␣and␣record␣using␣appropriate␣units␣ - interpret␣data␣ - draw␣conclusions␣
␣ use␣information␣and␣conclusions␣as␣a␣basis␣for␣further␣ comparisons,␣investigations,␣or␣analyses␣
␣ communicate␣results␣using␣a␣variety␣of␣methods␣ ␣ identify␣and␣use␣the␣most␣appropriate␣type␣of␣graphic,␣model,␣
or␣formula␣to␣convey␣information,␣including␣
- Bohr␣model␣or␣diagram␣ - convection␣model␣or␣diagram␣ - Lewis␣diagrams␣ - chemical␣formulae␣ - line␣graphs␣of␣displacement,␣time␣interval,␣and␣velocity␣ - diagrams␣(e.g.,␣food␣webs/pyramids,␣nutrient␣cycles,␣plate␣
boundaries)␣ ␣ distinguish␣between␣dependent␣and␣independent␣variables␣in␣
a␣graph␣ ␣ use␣appropriate␣scale␣and␣axis␣to␣create␣a␣graph␣ ␣ extrapolate␣and␣interpolate␣points␣on␣a␣graph␣
␣ extract␣information␣from␣maps,␣bar␣graphs,␣line␣graphs,␣tables,␣ and␣diagrams␣(e.g.,␣periodic␣table)␣
64 ␣ SCIENCE GRADE 10
␣
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ PRESCRIBED␣LEARNING␣OUTCOMES␣ SUGGESTED␣ACHIEVEMENT␣INDICATORS␣
A4␣ demonstrate␣scientific␣literacy␣
A5␣ demonstrate␣ethical,␣ responsible,␣cooperative␣ behaviour␣
A6␣ describe␣the␣relationship␣ between␣scientific␣principles␣ and␣technology␣
A7␣ demonstrate␣competence␣in␣the␣ use␣of␣technologies␣specific␣to␣ investigative␣procedures␣and␣ research␣
␣ identify␣the␣main␣points␣in␣a␣science␣related␣article␣or␣ illustration␣
␣ describe␣the␣qualities␣of␣the␣scientifically␣literate␣person,␣such␣ as␣
- awareness␣of␣assumptions␣(their␣own␣and␣authors’)␣ - respect␣for␣precision␣ - ability␣to␣separate␣fundamental␣concepts␣from␣the␣
irrelevant␣or␣unimportant␣ - recognizing␣that␣scientific␣knowledge␣is␣continually␣
developing␣and␣often␣builds␣upon␣previous␣theories␣ - recognizing␣cause␣and␣effect␣
␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣ information␣(e.g.,␣identify␣supporting␣or␣refuting␣information␣ and␣bias)␣
␣ explain␣how␣science␣and␣technology␣affect␣individuals,␣ society,␣and␣the␣environment␣
␣ describe␣and␣demonstrate␣
- ethical␣behaviour␣(e.g.,␣honesty,␣fairness,␣reliability)␣ - open␣mindedness␣(e.g.,␣ongoing␣examination␣and␣
reassessment␣of␣own␣beliefs)␣ - willingness␣to␣question␣and␣promote␣discussion␣ - skills␣of␣collaboration␣and␣co␣operation␣ - respect␣for␣the␣contributions␣of␣others␣␣
␣ give␣examples␣of␣scientific␣principles␣that␣have␣resulted␣in␣the␣ development␣of␣technologies␣(e.g.,␣velocity/acceleration— technologies␣related␣to␣transportation␣and␣athletics)␣
␣ identify␣a␣variety␣of␣technologies␣and␣explain␣how␣they␣have␣ advanced␣our␣understanding␣of␣science␣(e.g.,␣seismographic␣ instruments␣and␣GPS—plate␣tectonics␣and␣Earth’s␣layers)␣
␣ select␣and␣carefully␣use␣balances␣and␣other␣measurement␣tools␣ (e.g.,␣thermometers,␣timing␣devices,␣electronic␣devices)␣
␣ proficiently␣use␣the␣Internet␣as␣a␣research␣tool␣ ␣
SCIENCE GRADE 10 ␣ 65
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣LIFE␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣assessed␣the␣significance␣of␣natural␣phenomena␣and␣human␣ factors␣within␣ecosystems.␣ ␣
Vocabulary␣
abiotic,␣aeration,␣adaptive␣radiation,␣bioaccumulation,␣biodegradation,␣biome,␣biotic,␣climax␣community,␣ carbonate,␣commensalism,␣decomposers,␣denitrification,␣ecological␣succession,␣ecosystem,␣food␣chains,␣ food␣pyramids,␣food␣webs,␣heavy␣metals,␣keystone␣species,␣lightning,␣mutualism,␣nitrification,␣natural␣ selection,␣nutrients,␣parasitism,␣PCBs,␣pesticides,␣pH,␣phosphorus,␣photosynthesis,␣potassium,␣predation,␣ proliferation,␣symbiosis,␣trophic␣levels␣
␣
Knowledge␣
␣ abiotic␣and␣biotic␣elements␣in␣ecosystems␣ ␣ cycling␣of␣carbon,␣nitrogen,␣oxygen,␣and␣phosphorus␣ ␣ ecosystems␣with␣similar␣characteristics␣in␣different␣geographical␣locations␣ ␣ effects␣of␣altering␣an␣abiotic␣factor␣ ␣ species␣adaptation␣ ␣ food␣webs␣and␣pyramids␣ ␣ mechanisms␣and␣possible␣impacts␣of␣bioaccumulation␣ ␣ traditional␣ecological␣knowledge␣(TEK)␣ ␣ impact␣of␣natural␣phenomena,␣foreign␣species,␣disease,␣pollution,␣habitat␣destruction,␣and␣exploitation␣
␣
of␣resources␣on␣ecosystems␣
Skills␣and␣Attitudes␣
␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣ refuting␣information␣and␣bias)␣
␣ formulate␣a␣reasoned␣position␣ ␣ demonstrate␣ethical␣behaviour␣ ␣ relate␣cause␣to␣effect␣ ␣ assess␣human␣impact␣
␣ show␣respect␣and␣sensitivity␣for␣the␣environment␣ ␣ conduct␣experiments␣
66 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B1␣ explain␣the␣interaction␣of␣abiotic␣and␣biotic␣factors␣within␣an␣ecosystem␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣abiotic,␣biotic,␣biome,␣and␣ecosystem␣ ␣ identify␣distinctive␣plants,␣animals,␣and␣climatic␣characteristics␣of␣Canadian␣biomes␣(tundra,␣boreal␣
forest,␣temperate␣deciduous␣forest,␣temperate␣rainforest,␣grasslands)␣ ␣ identify␣biotic␣and␣abiotic␣factors␣in␣a␣given␣scenario␣or␣diagram␣ ␣ describe␣the␣relationships␣between␣abiotic␣and␣biotic␣elements␣within␣an␣ecosystem,␣including␣
- air,␣water,␣soil,␣light,␣temperature␣(abiotic)␣
- bacteria,␣plants,␣animals␣(biotic)␣ ␣ design␣and␣analyse␣experiments␣on␣the␣effects␣of␣altering␣biotic␣or␣abiotic␣factors␣(e.g.,␣nutrients␣in␣soil:␣
compare␣two␣plant␣types␣with␣the␣same␣nutrients,␣compare␣one␣plant␣type␣with␣different␣nutrients)␣ ␣ explain␣various␣relationships␣with␣respect␣to␣food␣chains,␣food␣webs,␣and␣food␣pyramids,␣including␣
- producer␣ - consumer␣(herbivore,␣carnivore,␣omnivore)␣ - predation␣(predator␣prey␣cycle)␣ - decomposers␣ - symbiosis␣(mutualism,␣commensalism,␣parasitism)␣
␣ illustrate␣the␣cycling␣of␣matter␣through␣abiotic␣and␣biotic␣components␣of␣an␣ecosystem␣by␣tracking␣␣
- carbon␣(with␣reference␣to␣carbon␣dioxide␣–␣CO2 ,␣ carbonate␣CO3␣2␣,␣oxygen␣–␣O2,␣photosynthesis,␣ respiration,␣decomposition,␣volcanic␣activity,␣carbonate␣formation,␣greenhouse␣gases␣from␣human␣ activity,␣combustion)␣
- nitrogen␣(with␣reference␣to␣nitrate␣–␣NO␣␣3 ,␣nitrite␣–␣NO␣␣2,␣ammonium␣–␣NH+␣4 ,␣nitrogen␣gas␣–␣N2,␣ nitrogen␣fixation,␣bacteria,␣lightning,␣nitrification,␣denitrification,␣decomposition)␣
- phosphorus␣(with␣reference␣to␣phosphate␣–␣PO4␣3␣,␣weathering,␣sedimentation,␣geological␣uplift)␣ ␣ identify␣factors␣that␣affect␣the␣global␣distribution␣of␣the␣following␣biomes:␣tropical␣rainforest,␣temperate␣
rainforest,␣temperate␣deciduous␣forest,␣boreal␣forest,␣grasslands,␣desert,␣tundra,␣polar␣ice␣
␣ using␣examples,␣explain␣why␣ecosystems␣with␣similar␣characteristics␣can␣exist␣in␣different␣geographical␣ locations␣(i.e.,␣significance␣of␣abiotic␣factors)␣
␣ identify␣the␣effects␣on␣living␣things␣within␣an␣ecosystem␣resulting␣from␣changes␣in␣abiotic␣factors,␣ including␣
- climate␣change␣(drought,␣flooding,␣changes␣in␣ocean␣current␣patterns,␣extreme␣weather)␣ - water␣contamination␣ - soil␣degradation␣and␣deforestation␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Review␣students’␣knowledge␣of␣ecosystems␣ by␣having␣them␣Think␣Pair␣Share,␣in␣order␣to␣ create␣a␣concept␣map␣that␣incorporates␣the␣ concepts␣biotic,␣abiotic,␣biome,␣ecosystem,␣food␣ chain,␣food␣webs,␣and␣food␣pyramids.␣
␣ Assess␣concept␣maps␣with␣regards␣to␣accuracy␣of␣ the␣relationships␣between␣the␣concepts.␣Assess␣ students’␣work␣according␣to␣the␣criteria␣outlined␣ in␣the␣sample␣assessment␣instrument␣provided␣at␣ the␣end␣of␣this␣grade,␣Concept␣Maps.␣
SCIENCE GRADE 10 ␣ 67
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Through␣direct␣instruction,␣explain␣the␣ various␣relationships␣(e.g.,␣mutualism,␣ commensalism,␣parasitism,␣predation,␣ decomposers)␣that␣can␣exist␣in␣food␣chains␣ and␣food␣webs.␣
␣ Students␣could␣be␣asked␣to␣identify␣relationships␣ from␣various␣pictures/photos␣(that␣you␣provide,␣ or␣students␣are␣asked␣to␣find)␣that␣depict␣the␣ various␣types␣of␣relationships␣and␣provide␣a␣ rationale␣as␣to␣why␣they␣made␣that␣selection.␣␣
␣ Have␣students␣work␣in␣groups␣to␣design␣an␣ experiment␣to␣investigate␣the␣effects␣of␣ altering␣abiotic␣factors.␣Examples␣of␣labs␣ could␣include␣
- plants␣grown␣in␣soils␣with␣varying␣ nutrient␣levels␣
- earthworms␣or␣woodbugs␣reacting␣to␣ light,␣moisture,␣or␣soil␣type␣
␣ Have␣students␣prepare␣a␣detailed␣lab␣report␣based␣
on␣their␣findings␣of␣their␣experiment.␣
␣␣
Have␣students␣create␣a␣poster,␣storyboard,␣or
multimedia␣presentation␣to␣share␣their␣lab␣ ␣␣␣␣␣␣␣
findings for the rest of the class.
␣ Have␣students␣conduct␣a␣lab␣that␣investigates␣ “A␣Decaying␣Log␣Community.”␣This␣might␣be␣ a␣field␣trip␣or␣an␣independent␣activity.␣Ask␣ students:␣
- After␣locating␣a␣suitable␣log␣in␣its␣natural␣ habitat,␣describe␣its␣location,␣and␣describe␣ what␣evidence␣suggests␣that␣the␣log␣is␣ decayed.␣
- Make␣observations␣and␣sketches␣ recording␣the␣types␣and␣numbers␣of␣ plants␣and␣animals␣that␣are␣observed␣ living␣on,␣in,␣or␣under␣the␣log.␣
␣ Ask␣students␣to␣prepare␣a␣lab␣report␣based␣on␣ their␣findings.␣In␣their␣analysis␣of␣their␣results␣ they␣should␣answer␣the␣following␣questions:␣ - What␣plants␣and␣animals␣were␣the␣most␣
abundant?␣ - In␣what␣ways␣do␣plants␣and␣animals␣depend␣
upon␣the␣log␣for␣life?␣ - Not␣all␣organisms␣living␣in␣this␣community␣
were␣identified.␣Explain.␣ - Design␣a␣food␣web␣for␣the␣organisms␣you␣
identified␣in␣the␣decaying␣log␣community,␣ making␣sure␣to␣identify␣the␣type␣of␣ relationships.␣You␣will␣need␣to␣research␣this␣ information.␣␣
Provide␣students␣with␣a␣Performance␣Task␣ Definition␣and␣assess␣using␣the␣Lab␣Report␣ Scoring␣Rubric,␣both␣provided␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣
␣ Discuss␣with␣students␣the␣ways␣in␣which␣ nutrients␣are␣cycled␣through␣the␣ecosystem.␣ Use␣diagrams␣and␣flowcharts␣to␣illustrate␣the␣ detailed␣cycling␣of␣carbon,␣nitrogen,␣oxygen␣ and␣phosphorus.␣Use␣prompting␣questions␣ such␣as:␣␣
- What␣happens␣to␣the␣bodies␣of␣dead␣ organisms?␣␣
- How␣are␣the␣bodies␣of␣dead␣organisms␣ reused␣and␣recycled␣in␣the␣environment?␣
- What␣is␣fertilizer?␣
␣ Assess␣students␣on␣their␣understanding␣of␣the␣ nutrient␣cycles,␣based␣on␣their␣responses␣to␣the␣ following:␣ - Explain␣how␣photosynthesis␣and␣cell␣
respiration␣affect␣the␣carbon␣cycle.␣ - Describe␣the␣relationship␣between␣the␣carbon␣
and␣oxygen␣cycle.␣ - Explain␣why␣some␣farmers␣alternate␣legumes␣
with␣their␣regular␣crops.␣
68 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Using␣climate␣information␣provided␣or␣ researched␣from␣various␣locations␣around␣the␣ globe,␣ask␣students␣to␣create␣climatographs␣ that␣graph␣temperature␣and␣precipitation.␣ They␣can␣then␣relate␣the␣climatographs␣to␣ their␣ecosystem/biome.␣␣
␣ Have␣students␣create␣climatographs␣depicting␣ information␣from␣two␣or␣more␣locations␣from␣the␣ same␣biome,␣as␣well␣as␣from␣two␣different␣biomes.␣ Have␣them␣complete␣a␣comparison␣chart␣for␣all␣ locations␣to␣note:␣
- - -
abiotic␣factors␣that␣are␣similar␣ abiotic␣factors␣that␣are␣different␣ the␣results␣of␣these␣similarities␣and␣differences␣ on␣ecosystems.␣
␣ Have␣students␣work␣independently␣or␣in␣ groups␣to␣find␣recent␣articles␣depicting␣cases␣ of␣how␣changes␣in␣abiotic␣factors␣(e.g.,␣ drought,␣flooding,␣changes␣in␣ocean␣current␣ patterns,␣extreme␣weather,␣water␣ contamination)␣have␣impacted␣on␣living␣ things—with␣an␣emphasis␣on␣humans— within␣a␣particular␣ecosystem.␣
␣ Have␣students␣create␣a␣storyboard␣to␣depict␣how␣ changes␣in␣abiotic␣factors␣have␣affected␣an␣ ecosystem.␣You␣could␣adapt␣the␣assessment␣tool␣ for␣storyboard␣work␣supplied␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣
␣to␣ assess␣student␣work.␣Alternatively,␣students␣can␣
create␣cause␣and␣effect␣graphic␣organizers␣to␣ illustrate␣their␣understanding.␣
SCIENCE GRADE 10 ␣ 69
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B2␣ assess␣the␣potential␣impacts␣of␣bioaccumulation␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define,␣using␣examples,␣the␣terms␣bioaccumulation,␣parts␣per␣million␣(ppm),␣biodegradation,␣and␣trophic␣ levels␣(with␣reference␣to␣producers␣and␣to␣primary,␣secondary,␣and␣tertiary␣consumers)␣
␣ identify␣a␣variety␣of␣contaminants␣that␣can␣bioaccumulate␣(e.g.,␣pesticides,␣heavy␣metals,␣PCBs)␣ ␣ describe␣the␣mechanisms␣and␣possible␣impacts␣of␣bioaccumulation␣(e.g.,␣eradication␣of␣keystone␣
species,␣reproductive␣impacts)␣
␣ compare␣the␣impact␣of␣bioaccumulation␣on␣consumers␣at␣different␣trophic␣levels␣(e.g.,␣red␣tide␣in␣ oysters␣and␣humans;␣heavy␣metals␣in␣fish␣and␣humans;␣PCBs␣in␣fish,␣birds,␣whales)␣
␣ research␣and␣analyse␣articles␣on␣the␣causes␣and␣effects␣of␣bioaccumulation␣(e.g.,␣mercury␣contamination␣ in␣Inuit␣communities␣and␣the␣Grassy␣Narrows␣First␣Nation␣community)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Provide␣direct␣instruction,␣illustrations,␣and␣ examples␣to␣define␣bioaccumulation,␣parts␣per␣ million␣(ppm),␣biodegradation,␣and␣trophic␣ levels.␣
␣ Have␣students␣complete␣a␣vocabulary␣ development␣chart␣for␣the␣terms␣bioaccumulation,␣ parts␣per␣million␣(ppm),␣biodegradation,␣and␣trophic␣ levels.␣Look␣for␣evidence␣that␣students␣are␣able␣to␣ provide␣
- accurate␣definitions␣ - three␣examples␣of␣each␣term␣ - three␣analogies␣(“What␣is␣it␣like?)␣for␣each␣
term␣ - details␣about␣the␣various␣trophic␣levels␣(i.e.,␣
producers,␣primary␣consumers,␣secondary␣ consumers,␣and␣tertiary␣consumers)␣
␣ Have␣students␣conduct␣research␣to␣identify␣ case␣studies␣of␣how␣contaminants␣(e.g.,␣red␣ tide␣in␣oysters␣and␣humans␣on␣the␣Pacific␣ coast;␣heavy␣metals␣such␣as␣mercury␣in␣Inuit␣ communities␣and␣Grassy␣Narrows␣First␣ Nation␣community;␣PCBs␣in␣fish,␣birds,␣ whales␣in␣the␣St.␣Lawrence)␣have␣ bioaccumulated.␣␣
␣
␣ Have␣students␣create␣a␣cartoon␣to␣describe␣the␣ mechanism␣and␣impacts␣of␣bioaccumulation␣ within␣the␣ecosystem’s␣food␣web.␣Assess␣students’␣ cartoons,␣looking␣for␣
- appropriate␣selection␣of␣a␣case␣study␣␣ - correct␣depiction␣of␣the␣bioaccumulation␣ - analysis␣of␣the␣effects␣of␣bioaccumulation␣on␣
the␣food␣web␣ - include␣reference␣to␣trophic␣levels␣ - include␣reference␣to␣biodegradation␣as␣
applicable␣ - creativity␣in␣illustrating␣the␣facts␣in␣a␣cartoon␣
format.␣
70 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B3␣ explain␣various␣ways␣in␣which␣natural␣populations␣are␣altered␣or␣kept␣in␣equilibrium␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ explain␣how␣species␣adapt␣or␣fail␣to␣adapt␣to␣environmental␣conditions,␣with␣reference␣to␣the␣following:␣
- natural␣selection␣ - proliferation␣ - predator/prey␣cycle␣ - ecological␣succession␣ - climax␣community␣ - extinction␣ - adaptive␣radiation␣
␣ describe␣the␣impact␣of␣natural␣phenomena␣(e.g.,␣drought,␣fire,␣temperature␣change,␣flooding,␣tsunamis,␣ infestations—pine␣beetle,␣volcanic␣eruptions)␣on␣ecosystems␣
␣ give␣examples␣of␣how␣foreign␣species␣can␣affect␣an␣ecosystem␣(e.g.,␣Eurasian␣milfoil,␣purple␣loosestrife,␣ scotch␣broom,␣American␣bullfrog,␣European␣starling␣in␣BC)␣
␣ give␣examples␣of␣how␣traditional␣ecological␣knowledge␣(TEK)␣can␣affect␣biodiversity␣(e.g.,␣spring␣ burning␣by␣Cree␣in␣northern␣Alberta)␣
␣ research␣and␣report␣on␣situations␣in␣which␣disease,␣pollution,␣habitat␣destruction,␣and␣exploitation␣of␣ resources␣affect␣ecosystems␣
␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Set␣up␣a␣gallery␣walk␣depicting␣examples␣of␣ ␣ how␣species␣adapt␣or␣fail␣to␣adapt␣to␣ environmental␣conditions,␣including␣natural␣ selection,␣proliferation,␣predator/prey␣cycle,␣ ecological␣succession,␣climax␣community,␣ extinction␣and␣adaptive␣radiation.␣At␣each␣ example,␣have␣students␣identify␣␣
- which␣type(s)␣of␣adaptation␣applies␣to␣the␣ example␣
- identify␣both␣the␣positive␣and␣negative␣ aspects␣of␣the␣case␣for␣the␣species.␣
␣ Have␣students␣research␣specific␣examples␣of␣ ␣ ecosystems␣that␣have␣changed␣as␣a␣result␣of␣ natural␣phenomena,␣introduction␣of␣species,␣ or␣traditional␣ecological␣knowledge.␣Case␣ examples␣could␣include␣
- volcanic␣activity␣producing␣deadly␣gases␣ which␣have␣been␣released␣from␣lakes␣in␣ Cameroon␣
- drought␣in␣Ethiopia␣or␣Sudan␣ - forest␣fires␣in␣California,␣Portugal,␣or␣
ASSESSMENT␣STRATEGIES␣
Follow␣up␣the␣gallery␣walk␣activity␣with␣a␣class␣ discussion.␣Conclude␣by␣having␣students␣write␣a␣ summative␣statement␣about␣each␣type␣of␣ adaptation.␣Look␣for␣evidence␣that␣they␣are␣able␣to - define␣each␣term␣accurately␣
- use␣supporting␣evidence␣from␣the␣gallery␣ walk␣case␣studies.␣
Have␣students␣compile␣the␣results␣of␣their␣ research␣in␣an␣electronic␣slide␣show␣or␣other␣ multimedia␣presentation.␣Students’␣presentations␣ should␣address␣the␣following␣questions:␣
- Was␣this␣effect␣purposeful␣or␣accidental?␣ - What␣was␣its␣effect␣on␣the␣native␣species␣
within␣the␣ecosystems?␣ - Was␣this␣a␣result␣of␣natural␣or␣human␣activity? - Was␣this␣event␣cyclical␣(i.e.,␣predictable)␣or␣
unpredictable?␣
SCIENCE GRADE 10 ␣ 71
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␣␣Grade␣10␣
␣
Kelowna␣ - flooding␣in␣Bangladesh␣or␣India␣ - tsunami␣in␣Aceh,␣Malaysia,␣or␣Thailand␣ - infestation␣of␣locusts␣in␣African␣countries␣ - purposeful␣or␣accidental␣introduction␣of␣
species␣such␣as␣Purple␣loosestrife,␣ American␣bullfrog,␣European␣starlings␣in␣ North␣America,␣deer␣on␣the␣Queen␣ Charlotte␣Islands,␣Eurasian␣milfoil,␣Scotch␣ broom,␣zebra␣mussels␣in␣the␣Great␣Lakes␣
- practices␣of␣traditional␣ecological␣ knowledge␣such␣as␣spring␣burning␣by␣ Cree␣in␣northern␣Alberta␣
␣ Invite␣a␣guest␣speaker␣(e.g.,␣Aboriginal␣Elder,␣ wildlife␣protection␣officer,␣zoologist)␣to␣talk␣ about␣how␣disease,␣pollution,␣habitat␣ destruction,␣or␣resource␣exploitation␣have␣ affected␣a␣local␣ecosystem,␣and␣the␣efforts␣to␣ counter␣those␣effects.␣Where␣possible,␣follow␣ up␣with␣a␣field␣trip␣to␣the␣ecosystem.␣␣
␣ Have␣students␣write␣a␣newspaper␣article␣about␣the␣ case␣presented␣by␣the␣guest␣speaker.␣Students␣ should␣be␣able␣to␣␣ - articulate␣short␣term␣and␣long␣term␣effects␣on␣
various␣species␣populations␣ - identify␣positive␣and␣negative␣effects␣on␣the␣
ecosystem␣ - reference␣applicable␣terms␣such␣as␣
equilibrium,␣abiotic,␣biotic,␣predator,␣prey,␣ succession,␣extinction,␣climax␣community,␣or␣ proliferation␣
72 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣PHYSICAL␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣demonstrated␣understanding␣of␣chemical␣reactions␣and␣ radioactivity,␣and␣explained␣motion␣in␣terms␣of␣displacement,␣time␣interval,␣velocity,␣and␣acceleration.␣ ␣ Chemical␣Reactions␣and␣Radioactivity␣ ␣
Vocabulary␣
acids,␣alpha␣particle,␣atomic␣number,␣atoms,␣bases,␣beta␣particle,␣Bohr␣diagrams,␣bromothymol␣blue,␣ catalyst,␣combustion,␣compounds,␣concentration,␣conservation␣of␣mass,␣covalent␣bonding,␣decomposition,␣ electron,␣fission,␣fusion,␣gamma␣radiation,␣half␣life,␣indigo␣carmine,␣inorganic,␣ionic␣bonding,␣ions,␣isotope,␣ Lewis␣diagrams,␣light,␣litmus␣paper,␣mass␣number,␣methyl␣orange,␣molecules,␣neutralization␣(acid␣base),␣ neutron,␣organic,␣phenolphthalein,␣polyatomic,␣proton,␣radioactive␣decay,␣salts,␣single␣and␣double␣ replacement,␣surface␣area,␣symbolic␣equations,␣synthesis,␣valence␣electron␣
␣
Knowledge␣
␣ acids,␣bases,␣and␣salts␣ ␣ common␣ionic␣and␣covalent␣compounds␣ ␣ organic␣and␣inorganic␣compounds␣ ␣ chemical␣reactions␣(synthesis,␣decomposition,␣single␣and␣double␣replacement,␣neutralization,␣
combustion)␣ ␣ conservation␣of␣mass␣ ␣ radioactivity␣ ␣
Skills␣and␣Attitudes␣
␣ draw␣and␣interpret␣Bohr␣models␣ ␣ draw␣and␣interpret␣Lewis␣diagrams␣for␣compounds␣containing␣single␣bonds␣ ␣ name␣and␣write␣chemical␣formulae␣for␣common␣ionic␣and␣covalent␣compounds,␣using␣appropriate␣
terminology␣ ␣ use␣standardized␣tests␣for␣acids␣and␣bases␣ ␣ write␣and␣balance␣chemical␣equations␣ ␣ write␣and␣balance␣nuclear␣equations␣ ␣ use␣molecular␣models␣ ␣ use␣the␣periodic␣table␣and␣ion␣charts␣ ␣ demonstrate␣respect␣for␣precision␣ ␣
SCIENCE GRADE 10 ␣ 73
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
KEY␣ELEMENTS:␣PHYSICAL␣SCIENCE␣
␣ Motion␣ ␣
acceleration,␣displacement,␣slope,␣time␣interval,␣uniform␣motion,␣velocity␣ ␣
Knowledge␣ ␣ relationship␣of␣displacement␣and␣time␣interval␣to␣velocity␣
␣ motion␣of␣objects␣ ␣ uniform␣motion␣ ␣ acceleration␣due␣to␣gravity␣ ␣ acceleration:␣positive,␣negative,␣and␣zero␣ ␣
Skills␣and␣Attitudes␣
␣ calculate␣using␣vav␣=␣␣x/␣t␣ ␣ calculate␣using␣a␣=␣␣v/␣t,␣where␣␣v␣=␣vf␣␣␣vi␣ ␣ demonstrate␣respect␣for␣precision␣
Vocabulary␣
74 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣
␣
RADIOACTIVITY␣
It␣is␣expected␣that␣students␣will:␣
Prescribed␣Learning␣Outcomes␣
C1␣ differentiate␣between␣atoms,␣ions,␣and␣molecules␣using␣knowledge␣of␣their␣structure␣and␣components␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ demonstrate␣knowledge␣of␣the␣three␣subatomic␣particles,␣their␣properties,␣and␣their␣location␣within␣the␣ atom␣(e.g.,␣by␣creating␣models)␣
␣ define␣and␣give␣examples␣of␣ionic␣bonding␣(e.g.,␣metal␣and␣non␣metal)␣and␣covalent␣bonding␣(e.g.,␣two␣ non␣metals,␣diatomic␣elements)␣
␣ with␣reference␣to␣elements␣1␣to␣20␣on␣the␣periodic␣table,␣draw␣and␣interpret␣Bohr␣models,␣including␣ protons,␣neutrons,␣and␣electrons,␣of␣␣
- - - -
atoms␣(neutral)␣ ions␣(charged)␣ molecules␣␣␣covalent␣bonding␣(e.g.,␣O2,␣CH4)␣ ionic␣compounds␣(e.g.,␣CaCl2)␣
␣ identify␣valence␣electrons␣using␣the␣periodic␣table␣(excluding␣lanthanides␣and␣actinides)␣
␣ distinguish␣between␣paired␣and␣unpaired␣electrons␣for␣a␣single␣atom␣
␣ draw␣and␣interpret␣Lewis␣diagrams␣showing␣single␣bonds␣for␣simple␣ionic␣compounds␣and␣covalent␣ molecules␣(e.g.,␣NaCl,␣MgO,␣BaBr2,␣H2O,␣CH4,␣NH3)␣
␣ distinguish␣between␣lone␣pairs␣and␣bonding␣pairs␣of␣electrons␣in␣molecules␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Review␣with␣students␣the␣charge,␣mass,␣and␣ ␣ location␣of␣the␣three␣subatomic␣particles.␣
␣ Review␣the␣concept␣of␣isotopes,␣standard␣atomic␣ ␣ notation,␣atomic␣number,␣number␣of␣neutrons,␣ and␣mass␣number.␣Provide␣students␣with␣terms␣ and␣definitions,␣and␣challenge␣them␣to␣match␣ each␣term␣to␣its␣definition␣(e.g.,␣cutting␣and␣ pasting␣from␣a␣handout,␣matching␣index␣ cards,␣playing␣a␣“who␣am␣I”␣game).␣
ASSESSMENT␣STRATEGIES␣
Have␣students␣complete␣a␣fishbone␣diagram␣with␣ information␣on␣protons,␣neutrons,␣and␣electrons,␣ then␣trade␣with␣a␣partner␣for␣peer␣assessment,␣ focussing␣on␣correct␣and␣complete␣inclusion␣of␣
- name␣of␣the␣particle␣ - relative␣mass␣ - relative␣charge␣ - location␣in␣the␣atom␣and␣symbol.␣
Have␣students␣use␣their␣notebooks␣to␣provide␣ definitions␣and␣examples␣of␣each␣term␣discussed.␣ Criteria␣for␣assessment␣could␣include␣ - correct␣matching␣of␣the␣term␣and␣definition␣␣ - quality␣of␣the␣example␣provided.␣
Have␣students␣classify␣a␣variety␣of␣compounds␣ into␣ionic␣or␣covalent.␣Have␣them␣work␣in␣pairs␣to␣ develop␣an␣analogy␣to␣explain␣ionic␣and␣covalent␣ compound␣formation␣and␣record␣this␣in␣their␣ notebooks.␣Students␣can␣present␣their␣analogies␣to␣
␣ Provide␣students␣with␣definitions␣and␣ examples␣of␣ionic␣compounds␣and␣covalent␣ compound,␣and␣the␣types␣of␣bonds␣that␣occur␣ within␣these␣molecules.␣Explain␣to␣students␣ how␣these␣different␣types␣of␣bonds␣form.␣
␣
SCIENCE GRADE 10 ␣ 75
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␣␣Grade␣10␣
␣
the␣class.␣Analogies␣should␣emphasize␣the␣ following:␣ - ionic␣compounds:␣transfer␣of␣electrons␣
between␣metal␣and␣non␣metal␣atoms␣to␣form␣ ions;␣oppositely␣charged␣ions␣are␣attracted␣to␣ each␣other␣and␣form␣a␣bond␣
- covalent␣compounds:␣similar␣types␣of␣atoms␣ combining␣and␣electrons␣being␣shared␣in␣bond␣ formation.␣
␣ Have␣students␣Think␣Pair␣Share␣their␣ knowledge␣of␣Bohr␣diagrams␣of␣elements␣and␣ ions␣from␣grade␣9.␣
␣ Have␣students␣draw␣Bohr␣diagrams␣of␣ molecules—both␣covalent␣(where␣electrons␣ are␣shared)␣and␣ionic␣(where␣electrons␣are␣ transferred␣from␣one␣atom␣to␣another).␣
␣ Ask␣students␣to␣create␣a␣storyboard,␣showing␣the␣ progressive␣steps␣in␣ionic␣and␣covalent␣compound␣ formation.␣The␣steps␣involved␣should␣show␣ - atoms␣involved␣
- loss/gain␣or␣transfer␣of␣electrons␣ - molecule␣produced␣ - Assess␣students’␣work␣using␣criteria␣such␣as␣
those␣outlines␣in␣the␣sample␣assessment␣ instrument␣provided␣at␣the␣end␣of␣this␣grade␣
␣ Have␣students␣research␣the␣concept␣of␣valence␣ electrons␣(electrons␣that␣take␣part␣in␣chemical␣ reactions/electrons␣that␣are␣beyond␣the␣ previous␣noble␣gas␣arrangement/electrons␣ that␣are␣in␣open␣shells).␣␣
␣ Have␣students␣draw␣Lewis␣diagrams␣for␣first␣20␣ elements␣on␣a␣blank␣template␣of␣the␣periodic␣table,␣ (element␣symbol␣surrounded␣by␣valence␣ electrons).␣Look␣for␣evidence␣that␣students␣are␣ able␣to␣complete␣the␣template␣accurately␣following␣ these␣rules:␣
- First␣20␣elements␣are␣included␣and␣correctly␣ placed.␣
- Electrons␣are␣placed␣around␣the␣element␣ symbols␣at␣the␣points␣of␣the␣compass␣(NESW).␣
- Electrons␣are␣placed␣singly,␣until␣five␣is␣ reached,␣when␣they␣are␣paired.␣
␣ Present␣students␣with␣sufficient␣information␣ to␣draw␣Lewis␣diagrams␣of␣molecules.␣Point␣ out␣that␣only␣unpaired␣electrons␣can␣ participate␣in␣bonding.␣Have␣students␣practise␣ drawing␣Lewis␣diagrams␣for␣covalent␣ molecules.␣Initially,␣students␣should␣be␣given␣ a␣structural␣formula.␣Have␣students␣draw␣ Lewis␣structures␣for␣ionic␣compounds␣using␣ metallic␣and␣non␣metallic␣elements.␣
␣ Administer␣a␣quiz␣to␣assess␣students’␣knowledge.␣ Questions␣could␣focus␣on␣concepts␣such␣as:␣ - ability␣to␣draw␣Lewis␣diagrams␣for␣covalent␣
molecules␣such␣as␣H2O␣and␣CH4␣ - ability␣to␣draw␣Lewis␣diagrams␣for␣ionic␣
molecules␣such␣as␣NaBr␣and␣BaCl2.␣
76 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C2␣ classify␣substances␣as␣acids,␣bases,␣or␣salts,␣based␣on␣their␣characteristics,␣name,␣and␣formula␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ identify␣acids␣and␣bases␣using␣indicators␣(e.g.,␣methyl␣orange,␣bromthymol␣blue,␣litmus,␣ phenolphthalein,␣indigo␣carmine)␣␣
␣ explain␣the␣significance␣of␣the␣pH␣scale,␣with␣reference␣to␣common␣substances␣ ␣ differentiate␣between␣acids,␣bases,␣and␣salts␣with␣respect␣to␣chemical␣formulae␣and␣properties␣ ␣ recognize␣the␣names␣and␣formulae␣of␣common␣acids␣(e.g.,␣hydrochloric,␣sulphuric,␣nitric,␣acetic)␣ ␣ use␣the␣periodic␣table␣to␣␣
- -
-
explain␣the␣classification␣of␣elements␣as␣metals␣and␣nonmetals␣ identify␣the␣relative␣reactivity␣of␣elements␣in␣the␣alkali␣metal,␣alkaline␣earth␣metal,␣halogen,␣and␣ noble␣gas␣groups␣ distinguish␣between␣metal␣oxide␣solutions␣(basic)␣and␣non␣metal␣oxide␣solutions␣(acidic)␣
␣ use␣the␣periodic␣table␣and␣a␣list␣of␣ions␣(including␣polyatomic␣ions)␣to␣name␣and␣write␣chemical␣ formulae␣for␣common␣ionic␣compounds,␣using␣appropriate␣terminology␣(e.g.,␣Roman␣numerals)␣
␣ convert␣names␣to␣formulae␣and␣formulae␣to␣names␣for␣covalent␣compounds,␣using␣prefixes␣up␣to␣“deca”␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣perform␣an␣experiment␣to␣ distinguish␣acids,␣bases␣and␣salts␣using␣ indicators␣(e.g.,␣Litmus␣paper,␣ phenolphthalein,␣and␣bromothymol␣blue).␣ Use␣hydrochloric,␣sulphuric,␣nitric,␣acetic␣and␣ others.␣
␣ Ask␣students␣to␣write␣up␣the␣lab,␣using␣a␣ prescribed␣format␣such␣as␣the␣one␣provided␣in␣the␣ sample␣assessment␣instrument␣(Lab␣Report)␣ provided␣at␣the␣end␣of␣this␣grade.␣Collect␣ students’␣completed␣reports␣and␣assess␣for␣ thoroughness␣and␣accuracy␣according␣to␣the␣ criteria␣provided␣in␣the␣outline.␣␣
␣ Ask␣students␣to␣observe␣the␣names␣and␣ formulae␣of␣acids,␣bases,␣and␣salts␣to␣look␣for␣ commonalities.␣
␣ Have␣students␣use␣their␣notebooks␣to␣note␣the␣ commonalities␣they␣observe.␣Collect␣their␣ notebooks,␣looking␣for␣evidence␣that␣they␣have␣ identified␣
- acidic␣solutions␣contain␣H+␣ions,␣basic␣OH␣␣ ions␣
- salt␣solutions␣contain␣a␣metal␣ion␣and␣a␣non␣ metal␣ion␣(other␣than␣H+␣and␣OH␣).␣
␣ Have␣students␣undertake␣research␣and␣ conduct␣experiments␣to␣determine␣the␣other␣ properties␣of␣acids,␣bases,␣and␣salts:␣solubility␣ in␣water,␣conductivity␣(using␣conductivity␣ apparatus),␣reactivity␣with␣metals,␣carbonates␣ and␣bicarbonates,␣etc.␣
␣
␣ After␣performing␣the␣lab␣and/or␣research,␣students␣ can␣work␣in␣pairs␣to␣construct␣a␣Venn␣diagram␣as␣ an␣assessment␣instrument␣to␣summarize␣their␣ information␣on␣acids,␣bases,␣and␣salts.␣Have␣ students␣conduct␣a␣peer␣assessment␣of␣each␣others’␣ work,␣looking␣for␣the␣␣
- correct␣identification␣of␣properties␣of␣acids␣
SCIENCE GRADE 10 ␣ 77
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
Caution: students should be reminded not to taste or touch chemicals in the laboratory, even though taste and touch may be distinguishing properties.
␣
only␣(e.g.,␣sour␣tasting,␣react␣with␣some␣metals␣ to␣form␣H2␣gas,␣react␣with␣carbonates␣and␣ bicarbonates␣to␣produce␣CO2)␣
- correct␣identification␣of␣properties␣of␣bases␣ only␣(e.g.,␣bitter␣tasting,␣slippery␣feel)␣
- correct␣identification␣of␣properties␣of␣salts␣ only␣(e.g.,␣salty␣tasting)␣
- correct␣identification␣of␣a␣property␣shared␣by␣ all␣three␣(e.g.,␣conduct␣electricity␣in␣aqueous␣ solution)␣
- presentation␣in␣a␣clear␣Venn␣diagram␣format.␣
␣ Provide␣students␣with␣information␣about␣ specific␣physical␣and␣chemical␣properties␣of␣ groups␣of␣elements␣on␣the␣periodic␣table,␣ including:␣␣
- types␣of␣reactivity␣(e.g.,␣metal␣oxides␣ produce␣bases␣in␣water,␣non␣metal␣oxides␣ produce␣acids␣in␣water)␣
- trends␣through␣the␣representative␣ elements␣and␣transition␣elements.␣
␣ Students␣can␣construct␣a␣concept␣map␣of␣the␣ periodic␣table␣containing␣the␣information.␣Assess␣ their␣work␣using␣criteria␣such␣as␣those␣outlined␣in␣ the␣sample␣assessment␣instrument␣(Concept␣Map)␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.␣
␣ Review␣with␣students␣how␣to␣write␣names␣ and␣formulae␣for␣ionic␣compounds.␣Provide␣ worksheets␣for␣students␣to␣practise.␣To␣make␣ the␣practice␣as␣relevant␣as␣possible,␣share␣with␣ students␣the␣uses␣of␣many␣of␣the␣compounds.␣ Use␣the␣opportunity␣to␣reinforce␣their␣ knowledge␣of␣acids␣and␣bases.␣As␣well,␣ explain␣the␣procedure␣for␣naming␣acids:␣
- HCl—hydrogen␣chloride␣ - HCl␣(aq)—hydrochloric␣acid␣ - H2CO3—hydrogen␣carbonate␣ - H2CO3␣(aq)—carbonic␣acid␣ - H2SO3—hydrogen␣sulphite␣ - H2SO3␣(aq)—sulphurous␣acid.␣
␣ Use␣a␣quiz␣or␣series␣of␣quizzes␣to␣check␣students’␣ proficiency.␣Quiz␣could␣include␣questions␣related␣ to␣ -
NaCl,␣HBr␣(aq),␣Li3PO4)␣ - writing␣formulae␣given␣the␣names␣of␣
compounds␣(e.g.,␣iron␣(III)␣chloride,␣perchloric␣ acid,␣barium␣nitrate).␣
naming␣compounds␣given␣the␣formulae␣(e.g.,␣
␣ Introduce␣students␣to␣the␣procedure␣used␣to␣ write␣the␣names␣and␣formulae␣for␣covalent␣ compounds,␣and␣allow␣students␣to␣practise␣ examples.␣Again,␣to␣make␣the␣practise␣as␣ relevant␣as␣possible,␣share␣with␣students␣the␣ uses␣and␣occurrences␣of␣many␣of␣the␣ compounds␣(e.g.,␣carbon␣monoxide,␣CO,␣is␣ found␣in␣automobile␣exhaust).␣
␣ Have␣students␣develop␣and␣play␣a␣card␣game␣to␣ write␣names␣and␣formula␣for␣covalent␣ compounds.␣To␣assess␣the␣games␣use␣the␣ following␣criteria:␣
- all␣prefixes␣1␣to␣10␣are␣included␣on␣“number␣of␣ atom”␣cards␣
- only␣non␣metal␣elements␣are␣used␣on␣ “element”␣cards␣
- students␣have␣established␣clear␣rules␣for␣their␣ game␣
- students␣have␣determined␣a␣means␣of␣ recording␣answers␣and/or␣a␣point␣scoring␣ system.␣
78 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C3␣ distinguish␣between␣organic␣and␣inorganic␣compounds␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣organic␣compounds␣and␣inorganic␣compounds␣
␣ distinguish␣between␣organic␣and␣inorganic␣compounds,␣based␣on␣their␣chemical␣structures␣
␣ recognize␣a␣compound␣as␣organic␣or␣inorganic␣from␣its␣name,␣from␣its␣chemical␣formula,␣or␣from␣a␣ diagram␣or␣model␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣research␣the␣similarities␣and␣ differences␣between␣organic␣and␣inorganic␣ compounds.␣␣
␣ Have␣students␣complete␣a␣chart␣illustrating␣the␣ similarities␣and␣differences␣between␣organic␣and␣ inorganic␣compounds.␣Assess␣charts␣to␣determine␣ if␣they␣include␣
- - - -
composition␣(chemical␣structures)␣ uses␣and␣occurrences␣ types␣of␣bonding␣involved␣ relationship␣to␣living␣things.␣
␣ Have␣students␣research␣a␣particular␣group␣of␣ organic␣compounds;␣antibiotics,␣drugs,␣ herbicides/pesticides,␣fabrics␣(fibres),␣ explosives␣or␣a␣particular␣organic␣compound␣ (e.g.,␣Teflon,␣PABA␣[sunscreen],␣motor␣oil).␣
␣ Ask␣students␣to␣prepare␣and␣deliver␣a␣4␣5␣slide␣ presentation␣on␣the␣discovery,␣development,␣uses,␣ benefits,␣and␣drawbacks␣of␣using␣selected␣organic␣ compounds.␣Use␣criteria␣such␣as␣those␣outlined␣in␣ the␣sample␣assessment␣instrument␣(Slide␣ Presentation)␣provided␣at␣the␣end␣of␣this␣grade.␣
␣ Supply␣students␣with␣a␣collection␣of␣names,␣ formulae,␣and␣diagrams␣for␣various␣organic␣ and␣inorganic␣compounds.␣Have␣students␣ individually␣participate␣in␣a␣sorting␣activity␣to␣ classify␣them␣as␣either␣organic␣or␣inorganic.␣
␣ Have␣students␣work␣in␣pairs␣to␣discuss␣each␣ others’␣sorted␣lists␣and␣identify␣items␣on␣which␣ they␣disagreed␣when␣sorting.␣Then␣spend␣time␣as␣ a␣whole␣class␣discussing␣the␣compounds␣that␣ students␣had␣difficulty␣sorting.␣Correct␣ misconceptions.␣Subsequently␣conduct␣another␣ similar␣sorting␣activity,␣focusing␣on␣names,␣ formulae␣or␣diagrams␣similar␣to␣those␣that␣ students␣had␣difficulty␣with␣the␣first␣time.␣
SCIENCE GRADE 10 ␣ 79
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C4␣ analyse␣chemical␣reactions,␣including␣reference␣to␣conservation␣of␣mass␣and␣rate␣of␣reaction␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣and␣explain␣the␣law␣of␣conservation␣of␣mass␣
␣ represent␣chemical␣reactions␣and␣the␣conservation␣of␣atoms␣using␣molecular␣models␣
␣ write␣and␣balance␣(using␣the␣lowest␣whole␣number␣coefficients)␣chemical␣equations␣from␣formulae,␣ word␣equations,␣or␣descriptions␣of␣experiments␣
␣ identify,␣give␣evidence␣for,␣predict␣products␣of,␣and␣classify␣the␣following␣types␣of␣chemical␣reactions:␣
- synthesis␣(combination)␣ - decomposition␣ - single␣and␣double␣replacement␣ - neutralization␣(acid␣base)␣ - combustion␣
␣ explain␣how␣factors␣such␣as␣temperature,␣concentration,␣presence␣of␣a␣catalyst,␣and␣surface␣area␣can␣ affect␣the␣rate␣of␣chemical␣reactions␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣investigate␣the␣Law␣of␣ Conservation␣of␣Mass␣by␣performing␣a␣lab␣in␣ which␣mass␣appears␣to␣be␣lost␣(e.g.,␣baking␣ soda␣and␣vinegar),␣gained␣(e.g.,␣burning␣ magnesium),␣and␣stays␣the␣same.␣
␣ Ask␣students␣to␣write␣up␣the␣lab,␣using␣a␣ prescribed␣format␣such␣as␣the␣one␣provided␣in␣the␣ Lab␣Report:␣Performance␣Task␣Definition␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.␣Collect␣students’␣completed␣reports␣ and␣assess␣for␣thoroughness␣and␣accuracy␣ according␣the␣criteria␣provided␣in␣the␣outline.␣ (You␣may␣also␣wish␣to␣use␣the␣scoring␣rubric␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.)␣
␣ Ask␣students␣to␣write␣and␣balance␣simple␣ chemical␣equations␣(e.g.,␣2H2 ␣O2 ␣2H2O:␣
synthesis,␣decomposition,␣single␣ replacement),␣given␣formulae,␣word␣ equations,␣or␣descriptions␣of␣experiments.␣ Then␣use␣molecular␣models␣to␣ensure␣they␣ understand␣that␣atoms␣are␣not␣lost␣or␣gained␣ in␣a␣chemical␣reaction.␣Continue␣by␣asking␣ students␣to␣write␣and␣balance␣chemical␣ reactions␣that␣are␣more␣complex␣(e.g.,␣
CH4 ␣O2 ␣CO2 ␣2H2O:␣double␣replacement,␣ neutralization,␣combustion).␣
␣ Have␣students␣use␣previous␣examples␣to␣create␣a␣ worksheet␣of␣five␣chemical␣reactions␣that␣have␣ appropriate␣reactants␣and␣products,␣with␣the␣ correct␣solution.␣Other␣students␣can␣use␣and␣ critique␣their␣worksheet␣based␣on␣criteria␣such␣as␣ the␣following:␣
- Are␣the␣formulae␣written␣correctly␣(e.g.,␣using␣ the␣correct␣subscripts␣and␣Roman␣Numeral␣if␣ necessary)?␣
- Are␣the␣reactants␣and␣products␣probable?␣ - Have␣the␣equations␣been␣balanced␣(e.g.,␣using␣
the␣lowest␣whole␣number␣coefficients)?␣
80 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Have␣students␣classify␣different␣reactions␣into␣ the␣following␣types:␣ - synthesis␣ - decomposition␣
- single␣and␣double␣replacement␣ - neutralization␣ - combustion␣
␣ Ask␣students␣to␣use␣symbols␣to␣create␣analogies␣ representing␣the␣reactants␣and␣products␣of␣each␣of␣ the␣reaction␣types␣and␣present␣these␣in␣a␣poster.␣ For␣example,␣they␣could␣use␣letters␣of␣the␣alphabet␣ or␣pictures␣to␣represent␣element␣symbols␣or␣ compounds.␣Criteria␣for␣assessment␣could␣include␣ the␣following:␣
- Are␣symbols␣appropriate?␣ - Are␣all␣the␣reaction␣types␣illustrated?␣ - Are␣the␣reaction␣types␣correctly␣portrayed?␣ - Are␣the␣symbols␣creative?␣ - Are␣the␣same␣symbols␣used␣throughout?␣ See␣also␣the␣sample␣scoring␣rubric␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
␣ Facilitate␣student␣labs␣in␣which␣they␣are␣ divided␣into␣six␣groups␣to␣investigate␣one␣of␣ the␣six␣different␣reaction␣types:␣␣ - synthesis␣
- decomposition␣ - single␣replacement␣ - double␣replacement␣ - neutralization␣ - combustion.␣
␣ Use␣student␣presentations␣as␣an␣assessment␣ instrument.␣Each␣group␣should␣present␣to␣the␣ class␣for␣peer␣assessment␣on␣the␣accuracy␣and␣ clarity␣of␣
- the␣reaction␣type␣they␣explored␣ - the␣procedure␣they␣followed␣ - the␣balanced␣equation␣for␣the␣reaction␣ - a␣practical␣example␣from␣general␣knowledge␣
or␣research.␣
␣ Have␣students␣perform␣an␣experiment␣or␣ series␣of␣experiments␣looking␣at␣factors␣that␣ control␣reaction␣rate:␣temperature,␣ concentration,␣catalyst,␣and␣surface␣area.␣ Experiments␣could␣include␣
- temperature—an␣effervescent␣indigestion␣ tablet␣reacting␣with␣water␣at␣different␣ temperatures␣
- concentration—different␣concentrations␣ of␣vinegar␣reacting␣with␣baking␣soda␣
- catalyst—the␣effect␣of␣MnO2␣on␣hydrogen␣ peroxide␣
- surface␣area—HCl␣reacting␣with␣chunks␣ vs.␣powdered␣CaCO3.␣
␣ Have␣students␣complete␣a␣chart␣for␣their␣ experiments␣depicting␣reaction␣rate,␣temperature,␣ catalyst,␣concentration,␣surface␣area,␣and␣a␣ conclusion.␣Assess␣students’␣work␣looking␣for␣
- complete␣diagram␣of␣what␣happened␣in␣each␣ experiment␣
- correct␣chemical␣formula␣and␣names␣ throughout␣
- extensive␣description␣of␣what␣happened␣in␣ each␣experiment␣
- conclusion␣as␣to␣which␣factor␣appeared␣to␣be␣ the␣most␣significant,␣based␣on␣their␣ experiment.␣
␣ As␣an␣extension,␣have␣students␣identify␣a␣real␣ world␣application␣of␣controlling␣reaction␣ rates.␣For␣example,␣students␣can␣research␣
␣ explosive␣mixtures—propane␣and␣air␣ ␣ automobile␣air␣bags␣ ␣ food␣preservation␣ ␣ catalytic␣converters.␣
␣ Have␣students␣write␣a␣newspaper␣article␣about␣a␣ fictitious␣event␣involving␣reaction␣rates.␣Look␣for␣ evidence␣that␣students␣are␣able␣to␣apply␣what␣they␣ have␣learned␣about␣controlling␣reaction␣rates␣(e.g.,␣ temperature,␣catalyst,␣concentration,␣surface␣area).␣
SCIENCE GRADE 10 ␣ 81
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C5␣ explain␣radioactivity␣using␣modern␣atomic␣theory␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣isotope␣in␣terms␣of␣atomic␣number␣and␣mass␣number,␣recognizing␣how␣these␣are␣communicated␣ in␣standard␣atomic␣notation␣(e.g.,␣Uranium␣238:␣␣ 238U )␣
92
␣ relate␣radioactive␣decay␣(e.g.,␣alpha␣–␣ ␣ ,␣beta␣–␣ ␣ ,␣gamma␣–␣ ␣ )␣to␣changes␣in␣the␣nucleus␣ ␣ relate␣the␣following␣subatomic␣particles␣to␣radioactive␣decay:␣
- proton␣( 1 p )␣
- neutron␣( 01n )␣
- electron␣( ␣10 e )␣
- alpha␣particle␣( 4␣ )␣( 4 He )␣ 22
- beta␣particle␣( ␣10 ␣ )␣ ␣ explain␣half␣life␣with␣reference␣to␣rates␣of␣radioactive␣decay␣ ␣ compare␣fission␣and␣fusion␣ ␣ complete␣and␣balance␣nuclear␣equations␣to␣illustrate␣radioactive␣decay,␣fission,␣and␣fusion␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Review␣the␣three␣sub␣atomic␣particles,␣asking␣ which␣one␣determines␣the␣type␣of␣element␣ observed.␣After␣examining␣the␣periodic␣table,␣ they␣should␣be␣able␣to␣recognise␣that␣each␣ element␣is␣identified␣by␣its␣atomic␣number,␣i.e.␣ the␣number␣of␣protons␣in␣every␣atom␣of␣that␣ element.␣␣
␣ Explain␣the␣definition␣of␣the␣term␣isotope.␣ Then,␣using␣toothpicks␣and␣foam␣balls␣of␣ different␣colours,␣have␣students␣construct␣ models␣of␣atomic␣nuclei␣to␣represent␣various␣ elements,␣using␣mass␣numbers␣for␣info␣(e.g.,␣ carbon␣12,␣carbon␣14,␣nitrogen␣14,␣oxygen␣16,␣ sulphur␣32,␣chlorine␣35,␣chlorine␣37,␣argon␣40,␣ potassium␣39,␣potassium␣40).␣After␣doing␣so,␣ have␣them␣explain␣
- how␣mass␣number␣is␣determined␣ - how␣each␣element␣is␣distinguished␣ - what␣causes␣some␣atoms␣of␣a␣particular␣
element␣to␣be␣different␣than␣others␣of␣the␣ same␣element.␣
␣ Students␣should␣draw␣and␣label␣their␣models␣and␣ correctly␣list␣the␣element,␣number␣of␣protons,␣ number␣of␣neutrons,␣and␣mass␣number.␣ Concluding␣statements␣should␣be␣made␣ explaining␣
- the␣relationship␣between␣number␣of␣protons␣ and␣type␣of␣element␣
- the␣distinction␣between␣an␣atom␣and␣an␣ isotope␣
Check␣students’␣models␣and␣concluding␣ statements␣for␣accuracy.␣
82 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ In␣teams,␣have␣students␣research␣the␣terms:␣ isotope,␣fission,␣fusion,␣half␣life,␣alpha,␣beta,␣and␣ gamma␣decay.␣Their␣research␣should␣include␣a␣ definition␣and␣examples␣of␣each.␣Each␣team␣ should␣put␣together␣a␣summary␣that␣they␣can␣ share␣with␣the␣class.␣
␣ Ask␣teams␣to␣record␣their␣research␣and␣summary␣ in␣their␣notebooks.␣When␣assessing␣student␣ research,␣look␣for␣inclusion␣of␣
- - - - When␣the␣teams␣present␣their␣summary␣to␣the␣ class,␣check␣for␣accuracy␣of␣definitions␣and␣ examples.␣
fission␣reactions␣in␣nuclear␣reactors␣ fusion␣reactions␣in␣nuclear␣bombs␣or␣the␣sun␣ alpha␣decay␣used␣in␣smoke␣detectors␣ gamma␣decay␣used␣in␣radiation␣therapy␣
␣ Have␣students␣practise␣writing␣nuclear␣ equations␣demonstrating␣the␣correct␣use␣of␣ atomic␣number,␣mass␣number,␣number␣of␣ neutrons,␣and␣standard␣atomic␣notation.␣Then␣ have␣students␣correctly␣identify,␣and␣place␣ into␣the␣appropriate␣grouping,␣examples␣of␣ the␣different␣types␣of␣nuclear␣equations.␣They␣ should␣write␣fission,␣fusion,␣alpha,␣beta␣and␣ gamma␣decay␣equations.␣The␣written␣ equations␣should␣use␣standard␣atomic␣ notation.␣
␣ ␣ ␣ ␣ ␣ ␣ Have␣students␣use␣a␣model␣to␣explore␣the␣
concept␣of␣half␣life.␣Have␣them␣plot␣half␣life␣ data␣for␣an␣isotope␣on␣a␣graph.␣
␣ Evaluate␣student␣writing␣using␣the␣vocabulary␣ development␣matrix␣below␣for␣the␣five␣types␣of␣ nuclear␣equations␣(italics␣indicates␣the␣student␣ response).␣␣
␣ Assess␣student␣half␣life␣graphs␣for␣title,␣ appropriate␣scale,␣labelled␣axes,␣and␣a␣smooth␣ curve.␣
Type of nuclear equation
Beta decay
Definition
When a neutron is transformed into a proton and a high speed electron (beta particle) is emitted from the nucleus
Characteristics
The mass number of the resulting isotope does not change, but the atomic number increases by 1
Examples
32P␣32S+ 0␣ 15 16 ␣1
Non-example
226 Ra␣222Rn␣ 4␣ 88 86 2
SCIENCE GRADE 10 ␣ 83
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Provide␣direct␣instruction␣on␣the␣correct␣use␣ of␣terms␣including␣atomic␣number,␣mass␣ number,␣number␣of␣neutrons,␣and␣standard␣ atomic␣notation.␣Use␣models␣to␣demonstrate␣ alpha,␣beta,␣and␣gamma␣decay.␣Use␣blue␣for␣ neutrons␣and␣red␣for␣protons;␣roll␣several␣ balls␣of␣neutrons␣and␣an␣approximately␣equal␣ number␣of␣protons.␣Have␣the␣balls␣mixed␣ evenly␣and␣clumped␣loosely␣together␣to␣form␣ a␣nucleus.␣Then␣perform␣the␣following:␣
- remove␣two␣blue␣neutron␣balls␣and␣two␣ red␣proton␣balls␣together␣(a␣helium␣ nucleus)␣to␣show␣alpha␣decay;␣students␣ should␣be␣able␣to␣state␣that␣the␣mass␣ number␣of␣the␣atom␣is␣reduced␣by␣four,␣ and␣the␣atomic␣number␣reduced␣by␣two,␣ forming␣a␣new␣elemental␣atom␣
- remove␣a␣small␣piece␣of␣one␣blue␣neutron␣ ball,␣representing␣an␣electron␣or␣beta␣ decay;␣at␣the␣same␣time,␣replace␣that␣blue␣ ball␣with␣a␣red␣proton␣ball,␣to␣indicate␣the␣ neutron␣has␣now␣changed␣into␣a␣proton,␣ which␣once␣again␣changes␣the␣atomic␣ number␣to␣form␣a␣new␣elemental␣atom␣
- explain␣that␣in␣the␣process␣of␣radioactive␣ decay,␣some␣gamma␣ray␣energy␣is␣ released,␣and␣is␣usually␣referred␣to␣as␣ gamma␣decay␣
␣ Have␣students␣correctly␣identify,␣and␣place␣into␣ the␣appropriate␣grouping,␣examples␣of␣the␣three␣ types␣of␣radioactive␣decay:␣alpha,␣beta,␣and␣ gamma.␣Assess␣students’␣abilities␣to␣␣
- explain␣their␣grouping␣rationale␣ - use␣appropriate␣vocabulary␣for␣each␣types␣of␣
radioactive␣decay␣(e.g.,␣particle,␣decay,␣ neutron,␣transform,␣proton,␣high␣speed␣ electron,␣nucleus)␣
- accurately␣use␣standard␣atomic␣notation.␣
␣ Have␣students␣use␣a␣model␣to␣explore␣the␣ concept␣of␣half␣life.␣For␣example,␣have␣ students␣place␣thumbtacks␣in␣a␣petri␣dish.␣ Have␣students␣perform␣the␣following␣ procedures:␣␣
- shake␣the␣dish,␣and␣remove␣all␣ thumbtacks␣pointing␣downward␣
- in␣a␣table,␣record␣the␣number␣of␣tacks␣ remaining␣in␣the␣dish␣after␣the␣first␣shake␣
- repeat␣the␣process␣until␣all␣tacks␣are␣gone␣␣ - plot␣a␣graph␣of␣the␣number␣of␣tacks␣vs.␣
shakes␣and␣draw␣a␣smooth␣curve␣through␣
most␣of␣the␣points␣␣ - using␣the␣line␣drawn,␣determine␣how␣
many␣shakes␣were␣required␣to␣go␣down␣to␣ 50␣tacks;␣this␣is␣the␣half␣life␣of␣the␣ decaying␣tacks.␣
␣ Students␣should␣prepare␣a␣formal␣report␣that␣ includes␣the␣following:␣ - a␣diagram␣of␣the␣apparatus␣ - all␣data␣neatly␣organized␣and␣recorded␣
- a␣properly␣titled␣and␣labelled␣graph␣with␣a␣ smooth␣curve␣clearly␣showing␣exponential␣ decay␣␣
- a␣marker␣on␣the␣graph␣indicating␣the␣half␣life␣ of␣the␣tacks␣
- a␣concluding␣statement␣on␣how␣this␣model␣ explains␣half␣life.␣
84 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Explain␣the␣concepts␣of␣nuclear␣fission␣and␣ fusion.␣Use␣examples␣to␣explain␣the␣ similarities␣and␣differences,␣such␣as␣ - the␣fission␣process␣in␣a␣CANDU␣reactor␣ - the␣fission␣and␣fusion␣process␣in␣nuclear␣
bombs␣ - the␣fusion␣process␣in␣the␣interior␣of␣our␣
sun␣ - the␣appropriate␣equation␣for␣each.␣
␣ Have␣students␣use␣a␣chart␣or␣other␣graphic␣ organizer␣to␣compare␣the␣processes␣of␣fission␣and␣ fusion.␣Points␣of␣comparison␣in␣students␣charts␣ should␣include␣the␣following:␣
- - - -
what␣happens␣to␣the␣nucleus␣ energy␣produced␣ examples␣ appropriate␣equations.␣
SCIENCE GRADE 10 ␣ 85
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣MOTION␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C6␣ explain␣the␣relationship␣of␣displacement␣and␣time␣interval␣to␣velocity␣for␣objects␣in␣uniform␣motion␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣displacement␣(change␣in␣position,␣␣x),␣time␣interval␣(␣t),␣and␣velocity␣(vav)␣ ␣ analyse␣graphically␣the␣relationship␣between␣displacement␣and␣time␣interval␣for␣an␣object␣travelling␣in␣
uniform␣motion␣ ␣ use␣the␣formula␣vav␣=␣␣x/␣t␣to␣calculate␣the␣average␣velocity␣(vav),␣displacement␣(change␣in␣position,␣␣x),␣
and␣time␣interval␣(␣t)␣for␣an␣object␣in␣uniform␣motion,␣given␣appropriate␣data␣
␣ design␣and␣conduct␣one␣or␣more␣experiments␣to␣determine␣the␣velocity␣of␣an␣object␣in␣uniform␣motion␣ (e.g.,␣using␣carts,␣balls,␣skateboards,␣bicycles,␣canoes␣in␣still␣water)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Describe␣a␣situation␣in␣which␣an␣athlete␣runs␣ once␣around␣a␣400m␣track.␣To␣distinguish␣ between␣distance␣and␣displacement,␣ask␣ students␣to␣identify␣the␣length␣of␣the␣path␣ travelled␣and␣the␣difference␣between␣the␣ athlete’s␣initial␣and␣final␣positions.␣␣
␣ Ask␣students:␣“under␣what␣circumstances␣can␣ distance␣and␣displacement␣be␣the␣same␣size?”␣ They␣should␣be␣able␣to␣recognize␣that␣this␣ condition␣only␣exists␣when␣an␣object␣travels␣ forward␣in␣a␣straight␣line.␣Explain␣to␣students␣ that␣if␣an␣object␣displays␣this␣motion,␣and␣if␣it␣ is␣travelling␣at␣a␣constant␣speed,␣then␣the␣ object␣is␣said␣to␣be␣in␣uniform␣motion.␣
␣ Assess␣students␣on␣their␣ability␣to␣differentiate␣ terms,␣using␣examples␣of␣objects␣that␣travel␣ forward,␣then␣reverse␣direction.␣Students␣should␣ be␣able␣to␣distinguish␣between␣situations␣where␣ displacement␣and␣distance␣are␣different␣and␣ situations␣where␣they␣are␣the␣same.␣
␣ Given␣a␣variety␣of␣examples␣(e.g.␣a␣ball␣falling,␣a␣ plane␣taking␣off,␣a␣rocket␣deploying␣its␣thrusters␣ in␣space␣and␣subsequently␣shutting␣them␣off,␣a␣ child␣riding␣a␣merry␣go␣round),␣students␣should␣ be␣able␣to␣classify␣each␣type␣as␣uniform␣or␣non␣ uniform␣motion.␣
␣ Use␣a␣small␣remote␣controlled␣motorized␣car␣ (to␣steer␣straight).␣Lay␣out␣a␣50␣m␣measuring␣ tape␣along␣a␣length␣of␣hallway,␣and␣have␣a␣ student␣time␣(with␣a␣stopwatch␣on␣interval␣ mode)␣each␣5␣meter␣segment␣of␣the␣50␣m␣trip.␣␣
␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣
␣ Have␣students␣record␣position␣and␣time␣data␣ arising␣from␣the␣straight␣line␣motion␣of␣the␣ motorized␣car.␣Have␣them␣calculate␣the␣ratios␣for␣ change␣in␣position␣vs.␣time␣interval␣for␣each␣5m␣ segment␣and␣present␣this␣as␣a␣table.␣Assess␣their␣ work,␣looking␣for␣completeness,␣accuracy,␣and␣ inclusion␣of␣sample␣calculations␣to␣establish␣the␣ ratios.␣
␣ Ask␣students␣to␣plot␣a␣graph␣of␣position␣vs.␣time␣ from␣the␣data␣collected.␣They␣should␣be␣able␣to␣ use␣a␣ruler␣to␣draw␣a␣single␣straight␣line␣through␣ most␣of␣the␣points␣and␣draw␣an␣appropriate␣ conclusion.␣Assess␣their␣work,␣looking␣for␣the␣ extent␣to␣which␣they␣␣
- correctly␣plotted␣position␣vs.␣time␣on␣a␣graph␣ - drew␣an␣appropriate␣conclusion␣(i.e.,␣at␣
86 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ ␣ ␣ ␣
constant␣velocity,␣a␣direct,␣or␣linear,␣ relationship␣exists␣between␣displacement␣and␣ time,␣as␣shown␣by␣the␣straight␣line␣on␣their␣ graph;␣this␣indicates␣uniform␣motion).␣
␣ Have␣students␣create␣a␣similar␣experiment␣of␣ their␣own␣to␣demonstrate␣the␣relationship␣ between␣displacement␣and␣time␣interval,␣ using␣objects␣such␣as␣carts,␣balls,␣skateboards,␣ bicycles,␣or␣canoes␣in␣still␣water.␣
␣ As␣an␣alternative,␣in␣a␣gymnasium␣or␣outside,␣ set␣up␣a␣series␣of␣exercises␣that␣involve␣ running,␣skateboarding,␣throwing␣a␣ball,␣etc.␣ At␣each␣station,␣provide␣a␣tape␣measure␣and␣ stopwatch.␣Have␣students␣sketch␣the␣ apparatus␣and␣perform␣the␣necessary␣ calculations␣to␣determine␣the␣average␣velocity␣ in␣each␣case.␣
␣
␣ Students␣could␣prepare␣a␣formal␣lab␣report␣on␣ the␣activity,␣to␣be␣assessed␣using␣the␣Lab␣ Report:␣Performance␣Task␣Definition␣and␣the␣ Scoring␣Rubric␣for␣Lab␣Report␣supplied␣at␣the␣end␣ of␣the␣Classroom␣Model␣for␣this␣grade␣level.␣␣
␣
␣ ␣ Students␣should␣prepare␣an␣informal␣lab␣write␣up␣
that␣includes␣a␣sketch␣of␣each␣apparatus␣used,␣an␣ explanation␣of␣the␣exercise␣performed,␣along␣with␣ their␣calculations␣to␣determine␣the␣average␣ velocity␣for␣each␣exercise.␣
␣
␣ Introduce␣the␣formula␣vav␣=␣␣x/␣t␣to␣calculate␣ velocity␣(vav),␣displacement␣(change␣in␣ position,␣␣x),␣and␣time␣interval␣(␣t)␣for␣an␣ object␣in␣uniform␣motion.␣Give␣students␣a␣ variety␣of␣problems␣to␣solve␣for␣various␣ objects␣travelling␣at␣uniform␣motion.␣
␣ ␣ As␣an␣extension,␣have␣students␣calculate␣the␣
slope␣of␣the␣graph␣line␣and␣discuss␣the␣ significance␣of␣this␣value␣(it␣is␣the␣velocity␣of␣ the␣small␣car).␣Using␣the␣formula␣y␣=␣mx␣+b,␣ they␣can␣write␣the␣formula␣representing␣the␣ relationship␣between␣displacement␣and␣time.␣
␣ The␣correct␣answers␣should␣be␣indicated␣and␣all␣ work␣clearly␣shown␣outlining␣their␣methodology␣ for␣each␣problem.␣Correct␣units␣should␣also␣be␣ used.␣
␣ ␣ ␣ ␣ All␣work␣should␣be␣shown␣clearly␣on␣the␣graph,␣
including␣slope␣calculations␣and␣the␣equation␣for␣ the␣line.␣
SCIENCE GRADE 10 ␣ 87
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣MOTION␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C7␣ demonstrate␣the␣relationship␣between␣velocity,␣time␣interval,␣and␣acceleration␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣acceleration␣(␣positive,␣negative,␣and␣zero)␣ ␣ give␣examples␣of␣positive,␣negative,␣and␣zero␣acceleration,␣including␣
- - - -
falling␣objects␣ accelerating␣from␣rest␣ slowing␣down␣or␣stopping␣ uniform␣motion␣
␣ given␣initial␣velocity␣(vi),␣final␣velocity␣(vf),␣and␣the␣time␣interval␣(␣t),␣calculate␣acceleration␣using␣the␣ formula␣a␣=␣␣v/␣t,␣where␣␣v␣=␣vf␣␣␣vi␣(e.g.,␣for␣falling␣objects)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Toss␣a␣ball␣into␣the␣air␣and␣catch␣it␣at␣about␣ the␣same␣level.␣Ask␣students␣to␣describe␣its␣ motion.␣They␣should␣recognize␣that␣as␣the␣ball␣ rises,␣its␣velocity␣decreases␣until␣it␣stops␣for␣an␣ instant,␣and␣subsequently␣increases␣its␣ velocity,␣but␣in␣the␣opposite␣direction,␣as␣it␣ falls␣back␣to␣its␣original␣position.␣Explain␣that␣ any␣object␣that␣increases␣or␣decreases␣its␣ speed␣is␣said␣to␣be␣undergoing␣acceleration.␣ By␣choosing␣the␣initial␣forward␣direction␣as␣ positive,␣that␣acceleration␣is␣positive␣if␣the␣ object␣increases␣speed␣at␣a␣constant␣rate,␣and␣ negative␣if␣the␣object␣slows␣down.␣Point␣out␣ that␣acceleration␣remains␣negative␣as␣the␣ object␣moves␣in␣the␣opposite␣(negative)␣ direction.␣
␣ Provide␣students␣with␣various␣examples␣of␣objects␣ accelerating␣and␣decelerating.␣They␣should␣ analyze␣each␣example␣and␣describe␣each␣of␣the␣ following␣quantities␣as␣positive␣or␣negative␣or␣ zero,␣along␣with␣an␣explanation␣why:␣
- -
-
displacement␣ initial␣velocity,␣final␣velocity,␣and␣change␣in␣ velocity␣ acceleration␣
Students␣should␣recognize␣that␣an␣object␣in␣ uniform␣motion␣has␣zero␣acceleration.␣
␣ Introduce␣the␣formula,␣a␣=␣␣v/␣t,␣where␣␣v␣=␣ vf␣␣␣vi␣(e.g.,␣for␣falling␣objects).␣Give␣students␣a␣ variety␣of␣problems␣to␣solve␣for␣various␣ accelerating␣objects.␣
␣
␣ The␣correct␣answers␣should␣be␣indicated␣and␣all␣ work␣clearly␣shown␣outlining␣their␣methodology␣ for␣each␣problem.␣Correct␣units␣should␣also␣be␣ used.␣
␣
88 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣EARTH␣AND␣SPACE␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣described␣the␣processes␣associated␣with␣energy␣transfer␣within␣ the␣Earth’s␣geosphere␣and␣atmosphere␣and␣will␣have␣examined␣processes␣and␣features␣associated␣with␣plate␣ tectonics.␣ ␣
Energy␣Transfer␣in␣Natural␣Systems␣
␣
Vocabulary␣
atmosphere,␣conduction,␣convection,␣Coriolis␣effect,␣El␣Niño,␣greenhouse␣gases,␣heat,␣kilopascals,␣kinetic␣ molecular␣theory,␣La␣Niña,␣ozone␣layer,␣permafrost,␣prevailing␣winds,␣thermal␣energy,␣tornado␣ ␣
Knowledge␣
␣ heat␣and␣thermal␣energy␣ ␣ conduction␣and␣convection␣ ␣ energy␣absorption␣and␣radiation␣in␣the␣atmosphere␣ ␣ differential␣heating␣and␣prevailing␣winds␣ ␣ changes␣in␣air␣density␣ ␣ measurement␣of␣air␣pressure␣ ␣ human␣created␣and␣natural␣influences␣on␣climate␣ ␣ climate␣affects␣natural␣systems␣ ␣
Skills␣and␣Attitudes␣
␣ illustrate␣energy␣transfer␣ ␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣
refuting␣information␣and␣bias)␣
SCIENCE GRADE 10 ␣ 89
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
KEY␣ELEMENTS:␣EARTH␣AND␣SPACE␣SCIENCE␣
␣
Plate␣Tectonics␣
Vocabulary␣
asthenosphere,␣continental␣drift␣theory,␣converging/diverging␣plates,␣earthquakes,␣epicentre,␣fault,␣hot␣ spot,␣inner␣core,␣lithosphere,␣mantle,␣mantle␣convection,␣outer␣core,␣paleoglaciation,␣plate␣boundary,␣plate␣ tectonic␣theory,␣primary␣waves,␣ridge␣push␣and␣slab␣pull,␣rift␣valley,␣secondary␣waves,␣spreading␣ridge,␣ subduction␣zone,␣surface␣waves,␣tectonic␣plate,␣transform␣fault,␣trench,␣volcanic␣belt,␣volcanic␣island␣arc,␣ volcanoes␣
␣
Knowledge␣ ␣ plate␣movement␣and␣associated␣features␣and␣processes␣
␣ diverging,␣converging,␣and␣transform␣plate␣boundaries␣ ␣ deep␣focus␣to␣shallow␣focus␣earthquakes␣ ␣ continental␣drift␣theory␣ ␣ magnetic␣reversals␣
␣
Skills␣and␣Attitudes␣
␣ illustrate␣plate␣movement␣ ␣ identify␣tectonic␣mapping␣symbols␣ ␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣
refuting␣information␣and␣bias)␣
90 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D1␣ explain␣the␣characteristics␣and␣sources␣of␣thermal␣energy␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣heat␣and␣thermal␣energy␣␣ ␣ explain␣and␣illustrate␣how␣thermal␣energy␣is␣transferred␣through␣conduction,␣convection,␣and␣
radiation,␣with␣reference␣to␣
- kinetic␣molecular␣theory␣
- practical␣examples␣(e.g.,␣home␣heating,␣cooking␣methods,␣loss␣of␣body␣heat,␣insulation)␣ ␣ describe␣Earth’s␣energy␣sources␣including␣
- residual␣thermal␣energy␣from␣Earth’s␣formation␣ - energy␣from␣radioactive␣decay␣ - solar␣energy␣(with␣reference␣to␣absorption␣and␣radiation␣in␣the␣atmosphere)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Define␣thermal␣energy␣and␣explain␣the␣ concept␣of␣energy␣transfer.␣Have␣students␣ work␣in␣groups␣and␣brainstorm␣situations␣ where␣thermal␣energy␣is␣transferred.␣Ask␣ students␣to␣explain␣how␣the␣thermal␣ energy␣is␣transferred.␣
␣ Ask␣students␣to␣define␣conduction,␣ convection,␣and␣radiation,␣providing␣ assistance␣by␣using␣illustrations␣to␣ demonstrate␣how␣thermal␣energy␣is␣ transferred␣in␣each␣case.␣
␣ In␣their␣journals,␣have␣students␣list␣and␣explain␣ situations␣where␣thermal␣energy␣is␣transferred,␣ including␣definitions␣and␣diagrams.␣Student␣ explanations␣should␣include␣information␣on␣ conduction,␣convection,␣and␣radiation,␣with␣ accompanying␣diagrams.␣
␣ In␣a␣Think␣Pair␣Share␣activity,␣have␣ students␣review␣how␣thermal␣energy␣is␣ transferred.␣Then␣ask␣them␣to␣apply␣these␣ ideas␣to␣determine␣how␣the␣Earth␣gains␣ and␣loses␣thermal␣energy,␣using␣ conduction,␣convection,␣and␣radiation.␣
␣ Ask␣students␣to␣record␣in␣their␣journals␣the␣ information␣regarding␣transfer␣of␣thermal␣energy.␣ They␣should␣list␣how␣thermal␣energy␣is␣transferred␣to␣ the␣Earth,␣from␣the␣Earth,␣and␣inside␣the␣Earth␣(e.g.,␣ from␣radioactive␣decay).␣Diagrams␣should␣be␣used␣in␣ the␣explanation␣of␣how␣thermal␣energy␣is␣transferred␣ in␣these␣processes.␣Use␣the␣Thermal␣Energy␣Transfer␣ Scoring␣Guide␣included␣at␣the␣end␣of␣the␣Classroom␣ Model␣for␣this␣grade␣to␣assess␣student␣work.␣␣
SCIENCE GRADE 10 ␣ 91
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D2␣ explain␣the␣effects␣of␣thermal␣energy␣transfer␣within␣the␣atmosphere␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣atmospheric␣pressure␣and␣explain␣how␣it␣is␣measured␣
␣ identify␣weather␣conditions␣that␣typically␣accompany␣areas␣of␣low␣and␣high␣pressure␣in␣the␣atmosphere
␣ describe␣how␣energy␣transfer␣influences␣atmospheric␣convection,␣atmospheric␣pressure,␣and␣prevailing␣ winds␣(e.g.,␣differential␣heating␣of␣land␣and␣water␣causes␣changes␣in␣air␣density␣and␣affects␣prevailing␣ winds)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Working␣in␣groups,␣have␣students␣define␣force␣ and␣pressure,␣listing␣the␣different␣types␣of␣ forces.␣Ask␣them␣to␣form␣small␣groups,␣blow␣ up␣a␣balloon,␣and␣answer␣the␣following␣ questions:␣␣
- Why␣is␣the␣air␣in␣the␣balloon␣“harder␣or␣ firmer”␣than␣the␣air␣in␣the␣room?␣
- Why␣do␣we␣blow␣up␣tires␣on␣a␣car␣or␣ bicycle?␣
- What␣happens␣when␣you␣go␣up␣a␣ mountain␣or␣fly␣in␣an␣airplane?␣Why␣do␣ your␣ears␣‘pop’?”␣␣
- How␣do␣we␣measure␣air␣pressure?␣On␣ what␣does␣air␣pressure␣depend?␣
␣ Review␣the␣history␣of␣the␣development␣of␣ barometers␣using␣slides␣or␣other␣multimedia.␣ Show␣students␣a␣barometer␣and␣explain␣how␣ it␣works.␣␣
␣ Have␣student␣groups␣each␣construct␣a␣simple␣ barometer␣using␣instructions␣readily␣available␣ online␣or␣in␣various␣resource␣books.␣Ask␣ groups␣to␣take␣the␣air␣pressure␣in␣the␣class␣for␣ several␣days,␣recording␣in␣their␣journals␣the␣ following␣information:␣
- the␣time␣of␣day␣ - the␣temperature␣outside␣ - the␣weather␣conditions␣ - the␣barometer␣reading␣(high␣or␣low)␣
␣ Have␣students␣record␣in␣their␣journals␣definitions␣ and␣create␣diagrams␣of␣force␣and␣pressure,␣looking␣ for␣indications␣that␣groups␣have␣answered␣the␣ four␣questions␣and␣provided␣diagrams␣and␣ explanations␣on␣air␣pressure.␣
␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ Students␣should␣prepare␣journal␣reports␣with␣
daily␣entries␣for␣a␣one␣week␣period,␣recording␣all␣ relevant␣information␣pertaining␣to␣the␣local␣ weather␣conditions,␣as␣well␣as␣the␣relative␣ barometric␣readings␣displayed␣on␣their␣“home␣ made␣barometer.”␣At␣the␣end␣of␣the␣recording␣ term,␣conclusions␣should␣be␣drawn␣relating␣ atmospheric␣pressure␣to␣the␣changes␣in␣weather␣ observed.␣Predictions␣of␣future␣weather␣ conditions␣can␣also␣be␣made,␣based␣on␣ hypothetical␣changes␣to␣barometer␣readings.␣
␣
92 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Ask␣students␣to␣consider␣why␣forced␣air␣ furnaces␣are␣always␣built␣in␣the␣basement␣of␣ homes␣and␣not␣in␣the␣attics.␣Then␣demonstrate␣ convection␣to␣students␣using␣smoke␣paper␣ and␣a␣glass␣box␣apparatus,␣where␣heat␣from␣a␣ lit␣candle␣beneath␣one␣vent␣causes␣smoke␣to␣ rise,␣while␣at␣the␣other␣vent,␣smoke␣is␣pulled␣ downward␣into␣the␣container.␣Students␣can␣ infer␣from␣this␣that␣as␣warm␣air␣rises,␣air␣ pressure␣decreases␣above␣the␣candle,␣thereby␣ drawing␣in␣cooler␣surrounding␣air.␣
␣ Have␣students␣write␣up␣the␣demonstration,␣which␣ should␣include␣
- a␣neat␣diagram␣of␣the␣apparatus␣with␣arrows␣ indicating␣the␣proper␣direction␣of␣the␣ circulating␣smoke␣
- a␣clear␣explanation␣as␣to␣why␣the␣smoke␣rises␣ at␣one␣vent␣and␣sinks␣at␣the␣other␣
- a␣description␣of␣how␣air␣pressure␣changes␣ inside␣the␣apparatus␣from␣differential␣heating␣
- a␣concluding␣statement␣on␣how␣convection␣ works␣in␣fluids␣
␣ Brainstorm␣with␣students␣what␣high␣and␣low␣ air␣pressure␣means.␣Show␣students␣several␣ weather␣maps␣and␣determine␣the␣kind␣of␣ weather␣in␣high␣and␣low␣pressure␣areas.␣␣
␣ Provide␣students␣with␣a␣map␣with␣an␣imaginary␣ area␣showing␣highs␣and␣lows.␣Each␣student␣must␣ predict␣the␣weather␣for␣the␣spot␣marked␣“x”␣on␣the␣ map␣and␣explain␣in␣several␣sentences␣using␣the␣ correct␣vocabulary␣why␣the␣prediction␣is␣believed␣ to␣be␣correct.␣
␣ Ask␣students␣the␣following␣questions:␣ - What␣happens␣to␣air␣if␣the␣pavement␣in␣
the␣parking␣lot␣is␣in␣the␣sun?␣Does␣air␣ from␣somewhere␣else␣move␣into␣where␣ the␣hot␣air␣was?␣
- If␣air␣heats␣and␣rises,␣what␣kind␣of␣current␣ do␣we␣have?␣␣
- If␣air␣particles␣move␣faster,␣what␣happens␣ to␣the␣air␣pressure?␣
- Do␣winds␣occur?␣␣ - Why␣does␣pavement␣get␣hotter␣than␣the␣
ground␣or␣water?␣␣ - Do␣these␣convection␣currents␣happen␣in␣
certain␣areas␣more␣than␣others␣(i.e.,␣water␣ vs.␣land;␣night␣vs.␣day)?␣
␣ In␣groups,␣have␣students␣suggest␣answers␣to␣the␣ questions␣asked.␣Look␣for␣them␣to␣refer␣to␣kinetic␣ molecular␣theory␣taught␣previously.␣Students␣ should␣also␣be␣assessed␣on␣their␣ability␣to␣
- describe␣the␣more␣rapid␣upward␣movement␣of␣ air␣above␣warm␣land␣during␣the␣day␣(relative␣ to␣air␣above␣water)␣␣
- describe␣and␣explain␣the␣breeze␣moving␣from␣ ocean␣to␣land␣due␣to␣the␣relative␣differences␣in␣ atmospheric␣pressure␣between␣water␣and␣land
- explain␣how␣more␣rapid␣cooling␣of␣land␣at␣ night␣allows␣faster␣convection␣above␣water␣at␣ night,␣effectively␣reversing␣the␣process.␣
␣ Have␣students␣perform␣an␣experiment␣using␣ 100␣W␣lamps␣to␣simultaneously␣heat␣ containers␣of␣water␣and␣soil.␣They␣should␣ record␣temperatures␣at␣regular␣intervals␣ during␣the␣heating␣process,␣then␣remove␣the␣ lamps␣and␣continue␣to␣record␣data␣as␣the␣ materials␣cool␣down.␣Graphs␣can␣be␣plotted␣to␣ illustrate␣the␣differential␣heating␣and␣cooling␣ rates␣of␣soil␣and␣water,␣and␣relate␣these␣results␣ to␣the␣effects␣of␣heating␣on␣land␣and␣ocean.␣
␣ Formal␣reports␣should␣include␣diagrams,␣ appropriate␣data␣tables,␣accurately␣plotted␣graphs␣ that␣compare␣changes␣in␣temperature␣with␣time␣ for␣both␣water␣and␣soil,␣and␣a␣concluding␣ statement␣explaining␣differences␣in␣summer␣and␣ winter␣temperatures␣between␣coastal␣and␣inland␣ communities.␣This␣can␣be␣assessed␣using␣the␣ Scoring␣Rubric␣for␣Lab␣Reports␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
SCIENCE GRADE 10 ␣ 93
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D3␣ evaluate␣possible␣causes␣of␣climate␣change␣and␣its␣impact␣on␣natural␣systems␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ describe␣how␣natural␣phenomena␣can␣affect␣climate␣(e.g.,␣biosphere␣processes,␣volcanic␣eruptions,␣ Coriolis␣effect,␣El␣Niño␣and␣La␣Niña)␣
␣ describe␣how␣climate␣can␣be␣influenced␣by␣human␣activities␣(e.g.,␣greenhouse␣gases,␣depletion␣of␣ozone␣ layer)␣
␣ describe␣how␣climate␣change␣affects␣natural␣systems␣(e.g.,␣shrinking␣of␣the␣permafrost␣region,␣melting␣ of␣ice␣shelves/caps/glaciers)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Ask␣students␣to␣brainstorm␣human␣activities␣ that␣influence␣climate␣change.␣Use␣videos␣or␣ other␣multimedia␣to␣illustrate␣such␣activities.␣
␣ Introductory␣activity—no␣assessment␣required.␣
␣ Have␣students␣form␣small␣groups␣and␣assign␣ each␣group␣one␣natural␣phenomenon␣that␣ affects␣climate␣(e.g.,␣volcanic␣eruptions,␣ Coriolis␣effect,␣El␣Niño␣and␣La␣Niña)␣or␣one␣ significant␣climate␣change␣problem␣that␣ affects␣natural␣systems␣(e.g.,␣shrinking␣of␣the␣ permafrost␣region,␣melting␣of␣ice␣ shelves/caps/glaciers).␣Then␣have␣students␣ work␣with␣members␣of␣their␣“expert”␣group␣to␣ read␣about␣and/or␣research␣their␣topic.␣Each␣ student␣prepares␣a␣short␣presentation␣which␣ she␣or␣he␣will␣then␣use␣to␣teach␣the␣topic␣to␣ other␣groups␣(e.g.,␣including␣a␣poster␣that␣ contains␣important␣facts,␣information,␣and␣ diagrams␣related␣to␣the␣study␣topic).␣␣
␣ Assess␣student␣presentations,␣looking␣for␣ evidence␣of␣relevant␣facts␣and␣information␣related␣ to␣their␣chosen␣natural␣phenomenon␣(e.g.,␣ volcanic␣eruptions:␣release␣of␣gases␣and/or␣ash;␣ Coriolis␣effect:␣movement␣of␣hurricanes;␣El␣Niño:␣ warming␣of␣water␣current␣and␣effects␣on␣ upwelling).␣Consider␣using␣the␣Presentation␣ Evaluation␣tool␣provided␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣to␣assess␣group␣ work.␣␣
␣ You␣may␣also␣want␣students␣to␣assess␣ contributions␣to␣their␣group,␣using␣the␣Group␣ Member␣Evaluation␣Guide␣provided␣at␣the␣end␣ of␣the␣Classroom␣Model␣for␣this␣grade.␣␣
␣ Have␣students␣take␣on␣the␣role␣of␣an␣official␣in␣ the␣Ministry␣of␣the␣Environment␣and␣prepare␣ a␣research␣based␣presentation␣to␣inform␣the␣ public␣about␣the␣future␣danger␣to␣the␣province␣ of␣a␣human␣activity␣that␣contributes␣to␣climate␣ change␣(or,␣take␣on␣the␣role␣of␣a␣reporter␣and␣ prepare␣an␣article␣for␣a␣newspaper).␣
␣ Assess␣student␣presentations,␣looking␣for␣ evidence␣that␣they␣provide␣supporting␣evidence␣ for␣their␣position,␣use␣relevant␣research␣in␣an␣ appropriate␣way,␣and␣identify␣a␣range␣of␣effects␣of␣ human␣activity␣on␣climate␣(e.g.,␣use␣of␣CFCs,␣use␣ of␣thermal␣electricity␣generation,␣use␣of␣internal␣ combustion␣engines,␣deforestation).␣
94 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Have␣students␣research␣how␣global␣warming␣ is␣affecting␣natural␣systems␣in␣the␣Arctic␣that␣ impact␣the␣Inuit␣way␣of␣life.␣
␣ Assess␣students’␣research␣work,␣considering␣the␣ extent␣to␣which␣they␣have␣addressed␣issues␣such␣ as␣ -
- - -
temperature␣changes␣ ice␣formation␣ nature␣of␣the␣evidence␣ effects␣on␣hunting␣and␣gathering␣activities␣
SCIENCE GRADE 10 ␣ 95
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣PLATE␣TECTONICS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D4␣ analyse␣the␣processes␣and␣features␣associated␣with␣plate␣tectonics␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣plate␣tectonics,␣plate␣boundary,␣earthquake,␣trench,␣volcano,␣spreading␣ridge,␣subduction␣zone,␣hot␣spot␣ ␣ relate␣tectonic␣plate␣movement␣to␣the␣composition␣of␣the␣following␣layers␣of␣the␣Earth,␣as␣determined␣
by␣seismic␣waves␣(primary,␣secondary,␣and␣surface␣waves):␣
- crust␣ - lithosphere␣ - asthenosphere␣ - mantle␣ - outer␣core␣ - inner␣core␣
␣ describe␣tectonic␣plate␣boundaries,␣including␣
- transform␣boundaries␣␣ - divergent␣boundaries␣ - convergent␣boundaries␣(oceanic␣oceanic␣crust,␣oceanic␣continental␣crust,␣and␣continental␣
continental␣crust)␣ ␣ identify␣tectonic␣mapping␣symbols␣
␣ explain␣how␣plate␣movement␣produces␣the␣following␣features:␣
- epicentres␣and␣shallow␣focus␣to␣deep␣focus␣earthquakes␣ - volcanism␣at␣subduction␣zones␣(e.g.,␣volcanic␣island␣arcs,␣volcanic␣belts)␣and␣at␣spreading␣ridges␣ - mountain␣ranges␣and␣mid␣ocean␣ridges␣ - hot␣spot␣chains␣(e.g.,␣Hawaiian␣Islands,␣Yellowstone)␣
␣ identify␣sources␣of␣heat␣within␣the␣Earth␣that␣produce␣mantle␣convection␣and␣hot␣spot␣activity␣(i.e.,␣heat␣ within␣the␣core␣and␣excess␣radioactivity␣within␣the␣mantle)␣
␣ explain␣how␣mantle␣convection␣and␣ridge␣push␣and␣slab␣pull␣are␣believed␣to␣contribute␣to␣plate␣motion␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Review␣the␣Earth’s␣layers␣with␣students␣and␣ ␣ ask␣students␣how␣they␣think␣the␣layers␣were␣ identified.␣Explain␣seismology␣and␣the␣use␣of␣ earthquake␣waves␣in␣identifying␣the␣layers␣of␣ the␣Earth.␣
␣ Use␣an␣interactive␣website␣(such␣as␣Virtual␣ Earthquake,␣http://www.sciencecourseware.␣ org/VirtualEarthquake/␣to␣demonstrate␣how␣ the␣location␣of␣epicentres␣is␣determined␣using␣ P␣and␣S␣seismic␣waves.␣
␣ Relate␣the␣placement␣of␣Earth␣s␣layers␣to␣ density␣by␣pointing␣out␣that␣ - thinner,␣metal␣rich,␣oceanic␣crust␣is␣denser␣
and␣sits␣lower␣on␣the␣mantle,␣creating␣
ASSESSMENT␣STRATEGIES␣
Give␣groups␣of␣four␣students␣copies␣of␣earthquake␣ epicentre;␣volcano␣location;␣sea␣floor␣age␣and␣ topography/bathymetry␣(elevation)␣world␣maps␣ and␣ask␣them␣to␣work␣as␣a␣group,␣compiling␣the␣ information␣in␣order␣to␣explain␣plate␣tectonic␣ theory,␣both␣evidence␣and␣resulting␣physical␣ features.␣Use␣the␣Digital␣Library␣for␣Earth␣System␣ Education␣(DLESE)␣search␣engine␣for␣background␣ information␣and␣detailed␣lesson␣plans;␣an␣ excellent␣example,␣including␣a␣computer␣slide␣ show␣presentation␣with␣maps␣and␣thorough␣ explanations␣is␣ http://terra.rice.edu/plateboundary/tg.html.␣ Assess␣students␣on␣their␣ability␣to␣
96 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
ocean␣basins␣which␣fill␣up␣with␣water,␣ while␣continental␣crust␣sits␣higher␣on␣the␣ mantle,␣even␣though␣it␣s␣much␣thicker␣
- density␣increases␣towards␣the␣center␣of␣ the␣planet␣
␣ Show␣world␣map␣plots␣of␣earthquake␣and␣ volcano␣data␣and␣introduce␣the␣concept␣of␣ tectonic␣plates,␣identified␣by␣the␣data.␣(Many␣ websites␣show␣successive␣plots␣of␣earthquake␣ and␣volcano␣data␣on␣world␣maps,␣outlining␣ with␣increasing␣clarity␣natural␣plate␣ boundaries.)␣
␣ Introduce␣sea␣floor␣spreading␣and␣the␣ development␣of␣plate␣tectonic␣theory.␣Point␣ out␣that␣an␣increase␣in␣oceanic␣crust␣at␣a␣ spreading␣plate␣boundary␣means␣that␣crust␣ will␣have␣to␣converge␣elsewhere␣as␣a␣result.␣ Ask␣what␣would␣happen␣if␣the␣Earth␣were␣ expanding␣at␣the␣same␣rate␣that␣new␣crust␣was␣ being␣formed.␣
␣ With␣reference␣to␣a␣specific␣subduction␣zone,␣ examine␣cross␣section␣of␣earthquake␣data␣for␣ the␣area,␣showing␣shallow␣to␣deep␣ earthquakes␣across␣a␣subduction␣zone.␣
␣ Discuss␣transform␣plate␣boundaries,␣ explaining␣their␣prevalence␣on␣the␣ocean␣floor␣ because␣of␣variation␣in␣divergent␣plate␣ movement.␣
␣ Explain␣the␣three␣types␣of␣plate␣boundaries␣ and␣the␣various␣crustal␣variations␣of␣each␣type␣ (continental␣and␣oceanic␣crust),␣using␣both␣ plan␣(map)␣view␣diagrams␣and␣cross␣section␣ diagrams.␣
␣ Draw␣a␣horizontal␣cross␣section␣location␣line␣ across␣a␣tectonic␣world␣map,␣preferably␣ through␣southern␣British␣Columbia,␣and␣with␣ students’␣input,␣draw␣a␣cross␣section␣of␣ tectonic␣plate␣boundaries␣for␣the␣area␣under␣ the␣line.␣Label␣each␣tectonic␣plate,␣each␣plate␣ boundary␣and␣all␣appropriate␣earthquake␣ patterns␣and␣related␣sites␣of␣volcanic␣ eruptions.␣
␣ Using␣a␣world␣map␣which␣includes␣ earthquake␣epicentres␣and␣volcanoes␣or␣plate␣ boundaries,␣look␣at␣various␣places␣and␣ask␣ students␣to␣explain␣what␣type␣of␣tectonic␣ activity␣would␣occur␣in␣each.␣
- - -
work␣effectively␣in␣small␣groups␣ summarize␣the␣information␣ explain␣how␣the␣maps␣all␣relate␣to␣plate␣ tectonics␣theory␣
Use␣the␣students␣presentations␣as␣an␣opportunity␣ to␣correct␣any␣misconceptions␣in␣their␣ understanding.␣ ␣
␣ Have␣students␣produce␣a␣concept␣map␣and␣write␣ explanations␣of␣all␣plate␣tectonic␣features␣shown.␣ Encourage␣the␣use␣of␣simple␣diagrams␣for␣ explanations.␣Use␣the␣following␣Plate␣Tectonics␣ Concept␣Map␣Scoring␣Guide␣to␣assess␣student␣ work.␣
␣ ␣ Test␣students’␣understanding␣of␣plate␣tectonics␣
theory␣by␣handing␣out␣world␣plate␣boundary␣ maps␣with␣cross␣section␣location␣lines␣on␣them.␣ Asks␣students␣to␣complete␣the␣appropriate␣cross␣ sections,␣marking␣for␣accuracy␣and␣ understanding.␣Cross␣section␣locations␣can␣be␣ horizontal␣or␣vertical,␣but␣must␣chosen␣carefully␣ so␣that␣the␣plate␣boundaries␣are␣clearly␣defined␣on␣ the␣maps.␣
Criteria␣
Mark␣
Diagram␣and␣connecting␣words␣include␣all␣ key␣aspects␣of␣plate␣tectonics␣(deep␣␣and␣ shallow␣focus␣earthquake,␣tsunami,␣ volcano,␣tectonic␣plate,␣plate␣boundary,␣ mid␣ocean␣ridge,␣trench,␣hot␣spot).␣
3␣
Diagram␣and␣connecting␣words␣include␣most␣ key␣aspects␣of␣plate␣tectonics.␣
2␣
Diagram␣and␣connecting␣words␣include␣some␣ key␣aspects␣of␣plate␣tectonics.␣
1␣
SCIENCE GRADE 10 ␣ 97
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
␣ As␣an␣extension,␣have␣students␣find␣the␣ epicentre␣of␣an␣earthquake.␣Provide␣ information␣on␣the␣arrival␣of␣p␣and␣s␣waves␣at␣ various␣seismic␣stations.␣Using␣the␣difference␣ in␣the␣arrival␣times␣of␣the␣p␣and␣s␣waves␣at␣one␣ station,␣ask␣students␣to␣determine␣how␣far␣the␣ earthquake␣would␣be␣from␣the␣station␣and␣ indicate␣on␣a␣map␣where␣the␣epicentre␣could␣ be␣located.␣Repeating␣this␣for␣two␣more␣ stations,␣have␣students␣use␣triangulation␣to␣ locate␣the␣epicentre.␣A␣chart␣giving␣the␣ distances␣from␣the␣epicentre␣relative␣to␣the␣ difference␣in␣arrival␣times␣at␣the␣stations,␣ provides␣further␣information␣about␣the␣ earthquake.␣This␣can␣be␣done␣on␣the␣Virtual␣ Earthquake␣(or␣other␣similar)␣websites.␣ http://www.sciencecourseware.org/VirtualEar thquake/␣
␣ Describe␣the␣processes␣and␣features␣associated␣ with␣the␣creation␣of␣Japan.␣Have␣students␣ make␣notes,␣including␣a␣cross␣section␣diagram␣ of␣the␣formation␣of␣these␣islands.␣Next,␣ explain␣that␣there␣is␣no␣subduction␣zone␣ associate␣with␣the␣creation␣of␣the␣Hawaiian␣ Islands.␣Brainstorm␣ideas␣as␣to␣how␣these␣ islands␣might␣have␣formed,␣providing␣clues␣as␣ needed,␣such␣as␣
- the␣islands␣get␣progressively␣older,␣ further␣from␣the␣big␣island␣of␣Hawaii␣
- only␣the␣big␣island␣has␣any␣currently␣ active␣volcanism␣
- the␣remaining␣islands␣are␣being␣worn␣ down␣by␣the␣ocean␣
- there␣are␣zones␣of␣excess␣radioactivity␣in␣ the␣mantle,␣creating␣hot␣spots␣of␣magma␣ creation␣
Students␣should␣draw␣a␣cross␣section␣of␣how␣ they␣think␣the␣Hawaiian␣Islands␣are␣related␣to␣ plate␣tectonic␣activity,␣using␣textbooks␣or␣ other␣appropriate␣resources.␣
␣
␣
Ask␣students␣to␣prepare␣journal␣entries␣on␣their␣ earthquake␣observations.␣Provide␣copies␣of␣the␣ Lab␣Reports␣Performance␣Task␣Definition,␣and␣ assess␣their␣work␣using␣the␣Lab␣Report␣Scoring␣ Rubric.␣Both␣of␣these␣items␣are␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
Have␣students␣prepare␣a␣short␣report␣illustrating␣ and␣comparing␣subduction␣zone␣eruptions␣and␣ hot␣spot␣eruptions␣(e.g.,␣Yellowstone␣Park␣in␣the␣ U.S.A.).␣These␣reports␣could␣be␣assessed␣for␣the␣ inclusion␣of␣
- neat␣and␣accurate␣cross␣section␣diagrams␣of␣ each␣type␣of␣eruption␣process␣
- arrows␣to␣indicate␣appropriate␣plate␣motion␣ - labels␣for␣the␣diagrams␣
Give␣students␣a␣list␣of␣major␣mountain␣ranges,␣ earthquake␣epicentres,␣and␣significant␣volcanoes.␣ In␣addition,␣supply␣a␣legend␣showing␣ conventional␣symbols␣for␣tectonic␣mapping␣and␣a␣ base␣map␣showing␣latitude␣and␣longitude.␣Have␣ students␣identify␣the␣location␣of␣each␣item␣from␣ the␣list␣on␣a␣world␣map,␣using␣appropriate␣ symbols.␣They␣can␣also␣be␣asked␣to␣show␣the␣ location␣of␣rifts,␣trenches,␣and␣divergent␣
␣ Demonstrate␣convection.␣Place␣a␣large␣(wide)␣ ␣ beaker␣of␣cold␣heavy␣syrup␣or␣molasses␣(put␣ in␣the␣freezer␣until␣very␣cold␣but␣not␣frozen)␣ on␣a␣tripod,␣without␣a␣gauze␣pad␣in␣place␣to␣ ensure␣localized␣heating.␣Place␣two␣small,␣thin␣ pieces␣of␣cardboard␣on␣top␣of␣the␣cold␣syrup.␣ Heat␣the␣beaker,␣using␣a␣low␣blue␣flame␣at␣the␣ center␣of␣the␣base␣of␣the␣beaker.␣The␣syrup␣ above␣the␣flame␣will␣slowly␣change␣colour␣
98 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
and␣viscosity␣as␣it␣heats␣up.␣After␣several␣ minutes,␣the␣cardboard␣will␣be␣driven␣apart␣ by␣convection␣currents␣within␣the␣syrup.␣
␣ Review␣convection␣currents.␣Explain␣to␣ students␣that␣plate␣movement␣is␣caused␣by␣ convection␣currents␣in␣the␣mantle.␣These␣are␣ thought␣to␣result␣from␣thermal␣energy␣from␣ the␣core␣heating␣the␣mantle.␣
␣ Have␣students␣watch␣videos␣or␣other␣ multimedia␣presentations␣of␣the␣phenomena␣ associated␣with␣plate␣movement.␣
boundaries.␣Assess␣␣ - the␣accuracy␣of␣their␣locating␣work␣ - the␣extent␣to␣which␣students␣are␣able␣to␣
correlate␣features␣with␣plate␣boundaries␣and␣
use␣the␣symbols␣appropriately␣ ␣ Ask␣students␣to␣identify␣the␣geological␣hazards,␣
related␣to␣plate␣tectonics,␣which␣could␣occur␣in␣ various␣places␣around␣the␣world.␣Where␣would␣ travellers␣be␣most␣likely␣or␣least␣likely␣to␣ experience␣these␣hazards?␣Assess␣students␣on␣ their␣ability␣to␣conduct␣a␣group␣discussion.␣
␣
SCIENCE GRADE 10 ␣ 99
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣PLATE␣TECTONICS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D5␣ demonstrate␣knowledge␣of␣evidence␣that␣supports␣plate␣tectonic␣theory␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ describe␣evidence␣for␣continental␣drift␣theory␣(e.g.,␣fossil␣evidence,␣mountain␣belts,␣paleoglaciation)␣ ␣ relate␣the␣following␣to␣plate␣tectonic␣theory:␣
- the␣world␣distribution␣of␣volcanoes,␣earthquakes,␣mountain␣belts,␣trenches,␣mid␣ocean␣ridges,␣and␣ rift␣valleys␣
- hot␣spot␣and␣subduction␣zone␣eruptions␣ - magnetic␣reversals␣and␣age␣of␣rocks␣relative␣to␣spreading␣ridges␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Provide␣students␣with␣a␣handout␣showing␣an␣ ␣ outline␣of␣each␣of␣the␣major␣continents␣with␣ the␣following␣markings␣ - “matching”␣mountain␣chains␣
- similar␣fossils␣ ␣ - similar␣glacial␣evidence␣ Explain␣that␣Alfred␣Wegener,␣who␣first␣ proposed␣the␣idea␣of␣a␣super␣continent,␣noted␣ specifically␣the␣jigsaw␣puzzle␣fit␣of␣the␣ continents␣on␣either␣side␣of␣the␣Atlantic␣ Ocean.␣Suggest␣that␣students␣start␣with␣the␣ continents␣which␣border␣the␣Atlantic␣ocean.␣ Once␣satisfied␣with␣their␣matching,␣students␣ are␣to␣paste␣their␣rearranged␣continents␣onto␣ the␣blank␣sheet␣under␣the␣title,␣“Pangea.”␣They␣ should␣include␣a␣brief␣explanation␣of␣how␣ they␣arrived␣at␣their␣result␣(rationale).␣
ASSESSMENT␣STRATEGIES␣
Students␣are␣to␣cut␣out␣each␣continent,␣place␣them␣ on␣another␣blank␣sheet␣of␣paper,␣and␣attempt␣to␣fit␣ them␣together␣like␣a␣jigsaw␣puzzle␣to␣create␣a␣ single␣“super␣continent.”␣ Given␣that␣students␣are␣working␣on␣the␣basis␣of␣ limited␣information,␣allow␣some␣latitude␣for␣ divergent␣results.␣Assess␣students’␣results␣by␣ considering␣how␣well␣they␣
- construct␣a␣reasonable␣fit␣ - provide␣reasonable␣explanations␣for␣their␣
continent␣matching␣decisions␣
Ask␣students␣to␣a␣draw␣simple␣time␣line␣including␣ - Alfred␣Wegener’s␣presentation␣of␣his␣Theory␣
of␣Continental␣Drift␣ - the␣first␣mapping␣of␣the␣Atlantic␣sea␣floor␣ - the␣proposal␣of␣the␣concept␣of␣sea␣floor␣
spreading␣ - the␣development␣of␣Plate␣Tectonics␣Theory␣ Assess␣for␣accuracy␣and␣completeness.␣
Ask␣students␣to␣write␣a␣letter␣to␣Alfred␣Wegener,␣ telling␣him␣of␣the␣developments␣in␣technology␣ and␣our␣current␣understanding␣of␣plate␣tectonics.␣ Assess␣on␣accuracy␣and␣thoroughness.␣The␣letter␣ should␣be␣a␣review␣of␣Plate␣Tectonics␣Theory␣and␣ concepts.␣
␣ Review␣Alfred␣Wegener’s␣work,␣given␣the␣ knowledge␣available␣to␣him.␣Emphasize␣the␣ lack␣of␣seismic␣data␣and␣lack␣of␣understanding␣ of␣the␣ocean␣floor␣in␣his␣day.␣␣
␣ Discuss␣the␣importance␣of␣technology␣to␣our␣ understanding␣of␣plate␣tectonics.␣Review␣the␣ dates␣of␣key␣discoveries.␣
␣
␣ ␣␣
␣ As␣an␣extension,␣introduce␣current␣topics␣in␣ geology,␣developed␣since␣Plate␣Tectonics␣ Theory␣was␣introduced␣(e.g.,␣accreted␣ terranes,␣mapping␣heat␣within␣the␣Earth,␣and␣ computer␣modelling␣of␣convection␣currents␣ within␣the␣Earth).␣
␣
100 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ As␣an␣extension,␣ask␣students␣to␣research␣a␣current␣ area␣of␣study␣in␣geology␣related␣to␣plate␣tectonics,␣ such␣as␣the␣accretion␣of␣terranes,␣or␣modelling␣of␣ convection␣currents␣within␣the␣mantle.␣Assess␣
- the␣appropriateness␣of␣their␣choice␣ - the␣accuracy␣of␣their␣findings␣ - the␣extent␣to␣which␣they␣present␣information␣
in␣their␣own␣words␣(an␣indication␣that␣they␣ have␣assimilated␣explanations)␣